3533 Primary Science Book F Digital

Primary science (Book F)
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Published by R.I.C. Publications® 2002 publisher prohibits the loaning or onselling of this
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ISBN 978-1-925660-55-5 Copyright Notice
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PO Box 332 Greenwood Western Australia 6924 Email: mail@ricgroup.com.au
Foreword
Primary Science F is oneof series of sevenblacklinemasters writtenfor
useinAustralianprimary schools. Eachbook presents eight units that cover
thefour strands of theNational Profiles: LifeandLiving, EarthandBeyond,
Natural andProcessedMaterials, andEnergy andChange.
Comprehensiveteachers notes accompany eachstudent activity. Concepts,
knowledgeandskills shareanequal emphasis ineachunit, alongwith
developingpositiveattitudes toscience.
Titles inthis series are:
Primary Science gives students theopportunity toenhancetheir • Primary Science – Book A
knowledgeof theworldaroundthemandtoengageincollaborative • Primary Science – Book B
learningthat makes scienceinterestingandexciting. • Primary Science – Book C
• Primary Science – Book D
Indicators andassessment pages havebeendesignedtomatchtheNational
• Primary Science – Book E
Profiles andthoseof other selectedStates.
• Primary Science – Book F
Contents • Primary Science – Book G
Teachers Information................................................................ ii – iii Conservation.................................................................................31

Suggestions for TeachingScience.................................................... iv ConservingOur Resources................................................32– 33
MeetingtheNeeds of Students........................................................ v DamagetotheEnvironment............................................34– 35
Series Overview.............................................................................. vi Our Resources..................................................................36– 37
Resources....................................................................................... vii CanWeFix it?...................................................................38– 39
Assessment – Indicators............................................................... viii Assessment..............................................................................40
Assessment Proforma...................................................................... ix Fabrics and Fibres.........................................................................41
ScienceSkills.................................................................................... x Fibres...............................................................................42– 43
Skills Assessment Proforma............................................................. xi Fabrics..............................................................................44– 45
OutcomeLinks for Book................................................................. xii FibreStrength..................................................................46– 47
Flowering Plants ............................................................................1 Display Brief.....................................................................48– 49
AFlower...............................................................................2– 3 Assessment..............................................................................50
TheCycleof a Flower............................................................4– 5 Mystery Powders...........................................................................51
Stages of SeedDevelopment................................................6– 7 MixingMystery Powders..................................................52– 53
SeedDispersal......................................................................8– 9 Just AddVinegar!.............................................................54– 55
Assessment..............................................................................10 TurninguptheHeat!........................................................56– 57
Human Body.................................................................................11 MakingSherbet...............................................................58– 59
TheSkeletal System.........................................................12– 13 Assessment..............................................................................60
TheEye............................................................................14– 15 Light and Animation.....................................................................61
TheEar.............................................................................16– 17 Reflection........................................................................62– 63
CirculationSystem...........................................................18– 19 Refraction........................................................................64– 65
Assessment..............................................................................20 PinholeCamera................................................................66– 67
Space ............................................................................................21 Animation........................................................................68– 69
TheSolar System.............................................................22– 23 Assessment..............................................................................70
Planet Facts......................................................................24– 25 Simple Machines...........................................................................71
Star SystemModel...........................................................26– 27 Levers..............................................................................72– 73
Stargazing........................................................................28– 29 Wheel andaxle................................................................74– 75
Assessment..............................................................................30 HouseholdMachines – AReport......................................76– 77
Designinga Machine........................................................78– 79
Assessment..............................................................................80
Appendix 1 ...................................................................................81
Appendix 2 ...................................................................................82
PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au i
ISBN 978-1-925660-55-5
Teacher Information
Eachbook contains eight scienceunits. Eachunit is madeupof tenpages, andcontains:
• a cover page;
• four teacher pages;
• four student pages;
• an assessment page.
Thefirst page of eachunit is a cover page Keywords havebeengivenfor
designedfor thestudents. Listedarethetitles eachunit, inalphabetical order.
of thefour activities includedintheunit. Thesewords canbeintroducedand
Thecover pagecanbe gluedintostudent discussedat thebeginningof a unit
workbooks at thebeginningof a unit or or they canbea focus as they appear
copiedandattachedtothecompleted throughout theactivities. Introducing
blacklines at theendof theunit.Thestudents scientificterminology tomeet the
cancolour thetitleof theunit onthepage. needs of individual students is
discussedonpagev.
Site search is a list of keywords and ‘Did you know?’ is aneclectic
phrases for useby thestudents.They canbe collectionof interestingfacts and
typeddirectly intothestudents’ preferred figures relatingtooneor moreof the
Internet searchenginetopromotethemost topics. It is designedtoengagethe
appropriateresponsetothetopic. students’ attentionandstimulatetheir
interest inthearea beingstudied.
Theteacher pages includeinformationtoassist theteacher witheachlesson.

InMaterials andPreparation, theteacher is made
Theactivities inPrimary Science awareof what needs tobedonebeforethelesson.
havebeenwrittentotheNational Somematerials andtasks arerequiredfor theactivity
Profiles. Theoutcomes for tobeconducted; others aresuggestions that will
theunit arelistedandspecific enrichthelesson.
indicators that matcheachactivity
areincluded. TheseIndicators can
betransferredtotheassessment Ideas under theStimulus headingare
proforma onpageix. Eachof suggestedshort activities or discussions to
theNational Outcomes usedin capturethestudents’ attentionandspark an
Primary Science has beenlinked interest inthetopic. Teachers will alsoableto
toother Statecurriculums onpage discover theexistingknowledgeof theclass
xii, makingteacher planningand or individual students regardingthetopicby
student assessment easier. listeningtotheir responses andobservations.
What To Do gives suggestedstep-by-step

Background Information for instructions for theactivity. The
eachactivity is includedfor the accompanyingblacklinemay bethefocus
teacher. of theactivity or it may bewherethe
students recordtheir observations and
ideas after completingthetask.
Additional Activities canbeused

tofurther developtheoutcomes
beingassessed. Theseactivities TheAnswers for theactivities on
provideideas toconsolidateand theblacklineareincluded. Some
clarify theconcepts andskills taught answers will needa teacher check,
intheunit. whileothers may vary depending
Display Ideas for theclassroomgivetheteacher
onthestudents’ personal
suggestions for thestudents inthetopicandways of
experiences or observations.
presentingwork that has beencompletedduringthe
unit.
ii PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au

ISBN 978-1-925660-55-5
Teacher Information
Thestudent pages containa

variety of activities. Thewritten
activities may bethefocus of the
lessonor they may bewherethe
students recordtheir observations,
investigationresults anddiscoveries.
Thefocus of eachblacklinemaster
is givenintheindicators onthe
accompanyingteachers’ page.
Onthefinal pageof eachunit is the

assessment page. Questions havebeenwritten
that will assess individual student knowledge
andunderstandingof themainideas intheunit.
Thequestions havebeenwrittenfromthespecific
indicators andoverall outcomes of theunit. Each
assessment pageplaces an emphasis oncontent and
After completingthe understandingas well as skills.
unit, thestudents can
assess themselves and
providefeedback to
Indicators havebeenwritteninlanguageeasily
theteacher andtheir
understoodby parents, students andteachers and
parents by completing
canbeusedas a point of referenceinparent-teacher
theself-assessment
interviews or three-way conferences.Theseindicators
face. This face
canbetransferredtotheassessment proformas on
indicates howthey
pages ix andxi.
felt about thetopic. It
is important that the Assessment proformas havebeenincludedonpages
self-assessment takes ix andxi, withanexplanationof howtousethemon
placeprior tomarking theprecedingpages.
by a teacher.
Eachbook of Primary Science has eight units.This gives teachers theopportunity tochangetopics every fiveweeks over
oneschool year. However, thereis noprescribedlengthof timefor eachunit. All units includesomeactivities that can
becompletedinonelessons, others may goover twolessons, dependingona variety of factors, suchas:
• the stimulus suggesting learning about science outside the classroom;
• the students needing to make observations prior to the lesson;
• an experiment being conducted that needs to be observed over a number of days;
• the students being required to find information by researching, using the Internet,
conducting surveys or interviews;
• a concept needing to be clarified further to ensure understanding.
Primary Science has beenwrittentotheNational Outcomes andlinkedtoother Statecurriculums.Theunits and
activities canbefollowedprecisely or adaptedtomeet theneeds of specificschools andtosuit individual styles of
teaching. Suggestions for settingupa scienceclassroomandfor teachingsciencecanbefoundonpageiv. Ideas for
teachingsciencetomeet thespecial needs of individual students arediscussedonpagev, alongwithexcitingideas for
presentingscientificinformation.
PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au iii
ISBN 978-1-925660-55-5
Suggestions for Teaching Science
Skills Demonstration and Experiments
Scienceallows students tomakenewdiscoveries about theworld It is important that, duringa teacher demonstration, all students are
aroundthemandthemselves. Todothis, seatedsothey canclearly seewhat is takingplace. Select students to
certainskills needtobedeveloped. Skills that areintroducedfromthe describewhat is happeningor tocometothefront of theclassroomand
early years include: participateinthedemonstration. Students lovetohelppour, mix and
• observing • communicating • measuring touchthematerials.
• predicting • inferring • following a procedure By givingclear, step-by-stepinstructions, students conductingan
Moredemandingskills, suchas controllingvariables, interpretingdata, experiment will feel confident toinvestigateandexplore. Depending
designingexperiments andformulatinghypotheses becomepart of ontheagelevel, individual students andsmall groups needthe
theactivities inthemiddle/upper years. Theseskills areintroducedin opportunity todoindependent discovery. Always allocatetimetobring
Primary Science books DtoG. Eachof theskills mentionedis described theclass together at theendof a lesson. This will allowstudents to
inmoredetail onpagex, witha skills assessment proforma onpagexi. discuss their findings andalsogivetheteacher theopportunity tosee
whichmethods aresuccessful inthescienceclassroomandwhichneed
Safety workingon.
InthePrimary Science series, safety precautions for certainactivities
aregivenontheteachers page. Someactivities alsohavea‘safety note’ Organising and Storing Equipment
writtenontheblacklinemaster for thestudents. It is imperativethat the Beforeeachscienceactivity, readthematerials andpreparationgiven
teacher is awareprior toanactivity if careful supervisionof thestudents ontheteacher page. Collect thematerials andplacethemintrays that
is neededduringa lesson. It may bepossibletoorganiseanother adult canbecarriedeasily totables. By sortingthematerials soeachtray has
tobeinclassroomfor that activity. Ensurethat all groups understand exactly what eachgrouprequires, students will not needtoqueuefor
theinstructions, areorganisedandfocusedonthetask. materials andthey canplacethemdirectly back intothetray at theend
of thelesson.
Closeadult supervisionis requiredwhenever a‘hands-on’ approachis
beingused. At thevery least, all students shouldbeclearly visibletothe All scienceequipment shouldhavea‘home’ andbereturnedtothat
teacher at thesametime. Theoneexceptiontothis is outdoor small- homeafter eachlesson. For early years’ classrooms, silhouettes of the
groupwork. Here, older students may work ona clearly definedtask materials cut fromblack cardandattachedtothefront of cupboards
withina specifiedtimeframe. anddrawers, will helppre-readers tofindthem. At thebeginningof
eachsciencelesson, allocatestudent‘jobs’ for collectingandreturning
Whentakinga class outsideof theclassroom, prepareby:
equipment. Allocatestudents tocheck that thematerials havebeen
• organising students into their groups in the classroom returnedandkept neat andtidy.
• checking that the students have the right equipment before they
leave the classroom. (Note: For early learners, the teacher should be in
charge of the equipment until it is needed. This will prevent students
becoming preoccupied with the materials and the materials becoming
lost before they are needed.) It can also be beneficial to allow students
a controlled ‘play’ session with new equipment to overcome the
novelty factor and allow them to concentrate on the task required
• visit the site before hand to ensure that examples of what is being
observed are actually there.
Collaborative Learning
Whenstudents areabletowork together ingroups, theyareencouraged
tocommunicateandexpress their ideas. It is important that teachers
stay awareof groups workingindependently toensurethat all students
arehandlingthematerials andthat themembers areworkingtogether
as a team. By allocatingroles for eachgroupmember, it is morelikely
that thedynamics will beequitable. Theroles of thestudents canbe
swappedregularly togiveeachmember theopportunity toparticipate
inall tasks. Allowtimeat theendof grouptasks for thestudents to
evaluatetheir teamskills andtomaketargets towork towards thenext
timetheywork as a group. Someactivities may work better if thegroups
areorganisedby ability levels, others will beenrichedfrommixedability
groupings.Toenableall students towork together at somestageduring
theyear, randomly select groups for someactivities.
iv PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au

ISBN 978-1-925660-55-5
Meeting the Needs of Students
Differentiating Activities Students whoseemtoracethroughtheactivities andblacklines and
Theactivities inthePrimary Science series havebeendesignedsothat whounderstandthecontent very quickly, canbechallengedby looking
they canbefollowedprecisely or adaptedby teachers. This flexibility at thetopicingreater depth(rather thanbeinggivenmoreof the
allows teachers theopportunity todifferentiatelessons andblackline same). They cangobeyondthefacts andbegintoanalyse, createtheir
masters tomeet theneeds of students withvaryingabilities andspecial ownhypothesis andconduct researchrelatedtostrands of thetopics
needs. that interest them.
Theactivities andblacklinemasters inPrimary Science canbe By meetingtheneeds of individual students, allowingthestudents
differentiatedby incorporatingthefollowingsuggestions intoteacher tolearncollaboratively andby havingvery clear instructionand
planningandprogramming. expectations, sciencelessons shouldrunsmoothly. If a student prevents
others fromlearningor if heor shecouldpotentially causeharmto
Tomeet thespecial needs of students whohaveEnglishas ansecond another student, heor sheshouldberemovedfromtheclassroom.
language, plana timeona day beforethescienceunit begins to Organisea buddy systemwithanother colleague, wherestudents are
introducekeywords andconcepts. Havingother adult support wouldbe takenwithout explanation. Student-teacher conferences canoccur after
ideal as thegroupcanwork ina quiet area away fromtheclassroom. thelesson.
Keywords canbeenlargedanddiscussed. By explainingeachword
andshowingobjects or pictures, thestudents will beabletomake Display Ideas for the Science Classroom
connections betweenthewordandtheobject. For ESLstudents,
beingimmersedinthelanguagebeforea topicbegins gives theman By havinga variety of means by whichthey canrecordandpresent
advantage, especially duringtheteacher discussionpart of thelesson, their findings, morestudents will begiventheopportunity tosucceed.
whenmost teachers tendtospeak quitequickly. Displays andrecords cancommunicateandshareideas, providethe
stimuli for creativework, showinterrelationships, anddevelopthe
Beforetheunit, allowtimefor thestudents tolook at nonfictionor ability tointerpret informationindifferent forms or accurately record
fictionbooks about thetopic. Thesewill givestudents theopportunity observations andfinedetails. Somemethods by whichstudents can
tolearnby readingbooks withclear andsimplelanguage. Students with display or recordtheir sciencework areshownbelow.
readingproblems will beabletoimmersethemselves beforetheunit
begins. If other adult helpis available, groupstudents withlowliteracy
levels together. Theassistingteacher or parent will beabletoread
instructions, labels andthequestions ontheblacklines tothestudents
andguidethemthroughexperiments. If other adults arenot available,
mixedability groups will allowESLstudents andstudents withlow
literacy levels toobserveandbeguidedby other students. Teachers
canproduceactivity sheets sostudents canbecomefamiliar withthe
terminology andcontent of a scienceunit beforeit is startedwiththe
wholeclass. Includeactivities suchas missingletters, matchingpictures
towords andfindingdefinitions. Diagrams fromtheunit canalsobe
simplifiedontheseworksheets. Any timethat canbespent withthe
students preparingthemfor thetopicahead, will enablethemtofeel
morefamiliar andconfident withthematerials, skills andconcepts.
Type of Display/Record Examples Could Follow
charts pictures, tables, graphs experiments
creativewriting poems, narratives sensory experiences
models/machines recycledmaterials, wood, clay experiments
sketches observations or interpretations excursions
diagrams plants, animals environmental studies
tables classification, tallies observations over time
collections rocks, plants, animals comparing/classifyingactivities
tally sheets events, countingobjects experiments, counting
dioramas environments, landforms, systems environmental studies
graphs measurement, number, change changeover time, measuringactivities
maps/plans streets, buildings, environmental sites excursions
diaries observations, drawings changeor progress/deteriorationover time
videoor audiorecordings sounds, spokenreports, descriptions excursions, environmental studies
interviews role-playing, guests guest speaker presentation
mobiles collectedobjects, words comparing/classifyingactivities
posters/banners environmental issues environmental studies
student books individual research any topic
PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au v
ISBN 978-1-925660-55-5
vi
Book A Book B Book C Book D
Life and Living Life and Living Life and Living Life and Living
About Me Food Insects LifeCycles
Plants andAnimals GrowingPlants Mini-beasts Adaptations
Earth and Beyond Earth and Beyond Earth and Beyond Earth and Beyond
ISBN 978-1-925660-55-5
Weather Day andNight Rocks andSoils InvestigatingWeather
Time My Environment Fossils Changes totheLocal Environment
Natural and Processed Materials Natural and Processed Materials Natural and Processed Materials Natural and Processed Materials
SortingMaterials Changes inMaterials Properties of Materials ChangingState
ExploringWater ScienceMagic Recycling Structures
Energy and Change Energy and Change Energy and Change Energy and Change
OntheMove Colour Light andShadows Magnets
Sound PushandPull Solar Energy Flight
Book E Book F Book G

Life and Living Life and Living Life and Living
Series Overview
Animal Groups andFoodChains FloweringPlants EndangeredSpecies

What DoYouEat? HumanBody Ecosystems
Earth and Beyond Earth and Beyond Earth and Beyond
InsidetheEarth Space Erosion
Earth, SunandMoon Conservation ARestless Earth
Natural and Processed Materials Natural and Processed Materials Natural and Processed Materials
Changes Structures andFibres KitchenScience
DissolvingandSeparating Mystery Powders Liquids
Energy and Change Energy and Change Energy and Change
InvestigatingSound Light andAnimation Time
Circuits andConductors SimpleMachines Energy andits Uses
PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au

Resources
Essential Science Resources Materials Needed for Primary Science – Book F
Belowis a list of essential items for every Belowaretheresources neededtoconduct theactivities describedinthis book. Theitems initalics
scienceclassroom. By collectingandstoring areoptional andmay becollectedtoenrichthelesson. Not mentionedarethoseitems includedin
thesematerials, timewill besavedwhen the ‘Essential ScienceResources’ list.
preparingfor scienceexperiments and
investigations. Flowering Plants Structures and Fibres
• access to plants • bean seeds • variety of fibres, such as cotton, wool, silk, jute
plasticcups............................................. • glass jars • paper towel andnylonetc.
colouredpencils, crayons......................... • variety of seeds • Internet access • variety of fabrics, such as sewing cloth, canvas,
• small plastic containers nylon, tarps, pantihose, carpet etc.
measuringjugs....................................... • books, chart, magazines or videos about • raw wool • hand lens
jars andbottles withlids......................... flowering plants and their reproductive cycle • sharp pencils • bucket
• art paper • chart-making materials
colouredcrepepaper streamers.............. Human Body • reference books • Internet access
empty buckets andcontainers................ • model or poster of the human skeleton • weights, such as books, rocks or tins
• model or poster of the human body with • plastic or rubber gloves
lids - plastic, tin....................................... muscles showing
Mystery Powders
sticky tape, glue, scissors......................... • camera • hammer
• nail • mirror • magnifying lens • vinegar
aprons/shirts toprotect clothes............... • reference books related to the • flour • bicarbonate of soda
paper towel............................................. skeletal system and muscles • icing sugar • talcum powder
• charts, books or models of the eye and ear • dark card • toothpicks
rulers, metresticks, trundlewheel........... • model of the ear • model of the heart • coffee • sand
counters, marbles, stones, buttons........... • pictures and charts of the heart • starch • saucers
• pictures and charts of the ears of different • eye-dropper • candles and holders
sugar, flour, salt....................................... • popsticks • matches
animals
modellingclay......................................... • Book : The Magic School Bus in the Human • tins • pegs
Body. • tongs • tray or heatproof dish
paperclips...............................................
• paper cups • citric acid
foodcolouring......................................... Space
• metre ruler • trundle wheel
Light and Animation
straws..................................................... • spoons • metal cylinders
• compass • calculator
tissues, corks, plasticblocks..................... • blackboard compass • travel brochures • aluminium foil • metal lids
• star map • globe • torch • mirrors
paper - A4andA3...................................
• clear dome-shaped bowl • small toy • protractor
balloons.................................................. • reference materials about the solar system • glass • coin
• slides of the night sky • skewer • greaseproof paper
popsticks................................................
• slide projector to view slides • black felt pen/paint • small pins or needles
colouredcard.......................................... • Internet access • cardboard tubes • white card
cottonwool, string, wool ........................ • posters and models of our solar system • elastic bands • video camera
• videos showing models of the solar system • variety of simple animation devices, e.g. flip
split pins................................................. and real footage of the planets books, thaumotropes, roll page animation
torches.................................................... • books, charts or videos about animation
Conservation • variety of cameras
plasticbags............................................. • poster paper • nectarines
• large juice carton • newspapers
Simple Machines
soap, oil...................................................
• earthworms • soil • magazines • tin with lid
mirrors.................................................... • shredded paper • vegetable scraps • coin • screwdriver
milk andeggcartons............................... • overhead transparency • string • screws
• grass cuttings • cotton reel • bulldog clips
vinegar, lemonjuice................................ • chart-making materials • graph paper • egg-beater
magnets.................................................. • pictures and photographs of the natural • pegs • hammer
environment before it has been • can opener • corkscrew
aluminiumfoil, clingwrap...................... • wire • lego
damaged by logging, farming,
bicarbonateof soda................................. feral animals, vehicles, • string • nails
development and waste • cool drink bottles • springs
funnels.................................................... • dowel • wood
• reference materials
candles.................................................... • elastic bands • split pins
• thread • straws
pipe-cleaners.......................................... • small wheels • pliers
• craft glue • handsaws
PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au vii
ISBN 978-1-925660-55-5
Assessment - Indicators
Belowaretheindicators takenfromtheassessment pages for eachunit inPrimary Science – Book F.These
indicators canbetransferredacross totheassessment proforma ontheaccompanyingpage. By usingproformas,
teachers canmeet theneeds of outcome–basedlearningexperiences inscience.Theformat of eachpageis ideal
for inclusioninstudent portfolios, or for reportingpurposes. Usingproformas allows teachers toprovidea well
explained, logically presentedindicationof progress tobothstudents andparents. Indicators havebeendeveloped
as a basis for determiningprogress towards achievingthat outcome.
Flowering Plants Structures and Fibres
• Identifies and names parts of a flower. • Gives a meaning for ‘fibres’ and ‘fabrics’.
• Identifies stages in the development of a flower. • Identifies how a fibre becomes a fabric.
• Identifies and understands the role played by parts of a seed. • Lists examples of natural and synthetic fabrics.
• Identifies different methods of seed dispersal. • Lists uses of fabrics and fibres.
• Describes an experiment to test the strength of fibres.
Human Body
• Understands the parts and functions of the skeletal system. Mystery Powders
• Understands the function and parts of the eye. • Explains the meaning of the term ‘dissolve’.
• Understands the function and structure of the ear. • Describes the physical characteristics of chosen powders.
• Understands the function and structures of the circulatory • Records what happens when chosen powders have water added,
system. vinegar addedandheated.
Space Light and Animation
• States the planets of the solar system and the order they occur • Identifies how rays of light reflect when striking different
formthesun. surfaces.
• Expresses one fact about each one of the planets of the solar • Understands how the process of light refraction occurs.
system. • Understands the principles of a pinhole camera.
• Infers why Earth is the only planet that is believed to sustain life • Recognises the principles and processes involved with animation.
inour solar system.
• Describes observations of the night sky in writing. Simple Machines
• Suggests why the stars appear to move across the night sky. • Describes a simple machine
• Identifies types of machines from their definitions
Conservation • Describes how loads can be lifted more easily using a simple
• Gives a meaning for ‘conservation’. machine.
• Suggests ways to conserve the environment in the home. • Recognises that simple machines are found in household items.
• Lists one advantage of using compost. • Describes one household machine in more detail.
• Identifies renewable and non-renewable resources.
• Discusses an environmental issue in depth and suggests ways to
minimisedamage.
Using the Assessment Proforma

Anexplanationof howtousetheproforma is outlinedbelow.
Fill intheappropriatelearningarea.
For example:
Earth and Beyond – Time
Givea brief descriptionof the

activities intheunit andwhat
was expectedof thestudents. Usethis spacetocomment onan
individual student’s performance
Writetherelevant whichcannot beindicatedin
outcome(s) from theformal assessment, suchas
theunit. work habits or particular needs
or abilities.
List theindicators
assessedintheunit.
viii PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au

ISBN 978-1-925660-55-5
Assessment Proforma
Name Year Term
Learning Area
Tasks
Your child was asked to:
Outcomes
Assessment
Your child can: Still Developing Understanding
Teacher Comment
PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au ix

ISBN 978-1-925660-55-5
Science Skills
Anexplanationof thescienceskills usedinPrimary Science books A– Gis detailedbelow.
Observing Inferring
Students naturally observetheworldaroundthem.This involves Whena student suggests a possibleexplanationfor somethingthat
describingthings, seeinghowthey changeandexploringhowthings has beenobserved, heor sheis makinganinference, or inferring. Prior
work. Observations canrequiretheuseof special tools suchas hand knowledgeandthesenses arecombinedtomakepredictions and
lenses andviewingmultimedia resources. However, this is not essential interpret observations.
intheprimary classroom. It is important that students knowthe
differencebetweenanobservationandaninference. Anobservation Following a Procedure
is a fact whereas aninferenceis whenprior knowledgeandthesenses Fromthevery early years, students canbegintofollowprocedures to
combinetomakea prediction. investigatetheworldaroundthem.Throughclear verbal or written
instructions, students followsteps tofindresults.
Communicating
Many sciencelessons today includecollaborativelearning. Students Classifying
work insmall groups, whichencourages themtocommunicatewith Whenstudent areaskedtoorganiseobjects andmaterials intogroups,
their peers. They developthis skill by sharingtheir observations and they areclassifying. Groups aremadeby sortingtheobjects that have
ideas. Another means of developingcommunicationis by students similar properties. Classifyingactivities includesortingobjects into
verbally sharingtheir findings withtheteacher andtheclass. Science designatedgroups or choosingthetypeof groups that theobjects will
journals canbeusedfor students torecordtheir ideas andtowrite, beclassifiedinto.
sketch, creategraphs, drawdiagrams inetc.
Interpreting Data
Measuring After observations andmeasurements havetakenplace, results are
Themeasurement of exact informationobservedandcollectedin gatheredandthedata presentedas charts, tables, graphs etc. Thesedata
scienceinvestigations is essential totheconduct of experiments. Inthe arestudiedtoidentify any patterns that exist, therelationshipbetween
early years, students makesimplecomparisons by usingnonstandard thetwovariables andthedirectionandextent of change.
measurements suchas handor body lengths or cut lengths of string
or paper. Student usephrases like‘bigger than’ or ‘wider than’. In
Formulating Hypotheses
later years, students begintousestandardmeasuringunits suchas Fromtheresults of a number of observations, students areableto
centimetres, grams andlitres andtools suchas thermometers and incorporatetheir findings toandtry tothink of a reasonthat explains
clocks. why somethinghappens. Ahypothesis refers toanexplanationof why
somethingoccurs.
Predicting
Whenstudents makea guess about what they think will happenand
Working with Others
usetheir past observations andexperiences as thefoundationof that Throughcollaborativelearning, students sharetheir ideas, observations
guess, they arepredicting. Predictions arerecordedbeforetheactivity andfindings. They work withothers toget a better idea of what
takes placesothat thepredictionandwhat really happenedcanbe somethingis andhowit works.
compared. Inupper primary, students begintohypothesise. This is the Designing Experiments
process by whicha number of observations arerecordedanda general
explanationis given. Intheupper years, students begintodesigntheir ownexperiments to
investigatea problem.
Using the Skills Assessment Proforma

Anexplanationof howtousetheproforma is outlinedbelow.
Fill intheappropriatelearningarea: Mark theskills that havebeen

For example: addressedinthescienceunit.
Earth and Beyond – Time
Usethis spacetocomment onanindividual

Givea brief descriptionof theactivities in
student’s performancewhichcannot be
theunit formulatedtoassist thestudents
indicatedintheformal assessment, suchas
todevelopandusetheseskills.
particular needs or abilities.
x PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au

ISBN 978-1-925660-55-5
Skills Assessment Proforma
PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au xi

ISBN 978-1-925660-55-5
Outcome Links
Life and Living

3.8 Identifies external andinternal features of living LL3 BS4.2 3.5 3.1 LTS3.3
things that work together toformsystems with
particular functions.
Earth and Beyond

3.1 Illustrates ways that theuseof theEarth’s EB3 E+SS4.1 3.1 3.1 ESS3.6
resources changes thephysical environment.
3.3 Illustrates patterns of theEarthcausedby the EB3 E+SS4.2 3.2 3.2 ESS3.6
relationshipbetweenthesun, Earthandmoon.
Natural and Processed Materials

3.10 Demonstrates howtheperformanceof common NPM3 CS4.2 3.7 3.3 –
materials is alteredby combiningthemwithother
materials.
3.11 Makes connections betweenthestructureof
commonmaterials andtheir properties. NPM3 CS4.1 3.7 3.3 –

Energy and Change

3.5 Designs anddescribes ways of enablingor
EC3 PS4.1 3.4 3.2 PPS3.4
impedingthetransfer of energy.
South Australian acknowledgment

Theextracts fromtheSouthAustralianCurriculum, Standards andAccountability Framework publishedby kindpermissionof theDepartment of Education, Training
andEmployment, Banksia Avenue, SeacombeGardens, SouthAustralia, 5047. Phone(08) 83770399
NATIONAL OUTCOMES acknowledgment
Theextracts fromtheNational Statement andProfiles. Permissionhas beengivenby thepublisher, CurriculumCorporation, POBox 177, CarltonSouth, Victoria 3053.
http://www.curriculum.edu.au Email: sales@curriculum.edu.au Tel.: (03) 92079600 Fax: (03) 96391616
xii PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au

ISBN 978-1-925660-55-5
A Flower
The Cycle of a Flower
Stages of Seed Development
Seed Dispersal
Flowering
Plants
anthers pistil
stamen
bouquet pollen
anther
There are approximately 230 000 species of flowering cross-pollination pollination
pollen plants in the world. dispersal reproductive
stigma
The world’s smallest flowering plant is a minute rootless embryo seed
germination plant (genus Wolffia) that floats on the surface of quiet
streams and ponds. A bouquet of one dozen plants will fertilise self-pollination
cross-pollination
easily fit on the head of a pin! fruit sepal
flower parts (by name)
The ‘Venus-fly-trap’ is a carnivorous plant that feeds on germinate species
seed dispersal
small insects. massive stamen
The world’s tallest recorded tree is a Californian Redwood nectar stigma
measuring 112 metres. Australian eucalypts are the next
ovary
tallest species, the known tallest measuring 98 metres.
Name:
PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au 1

ISBN 978-1-925660-55-5
Flowering Plants ~ Activity 1
A Flower
Lesson Focus Before the Lesson
Outcomes Materials Needed
Life and Living • Books, charts, magazines or videos about flowering plants.
3.8 Identifies external and Preparation
internal features of living • Identify locations within the school grounds where plants with flowers can be
things that work together observed.
to form systems with
Note 1: This topic is best suited to a time of the year when plants in the local
particular functions.
environment are flowering.
Indicator
Note 2: This lesson can be broken into two separate lessons – depending on
• Investigates the parts of allocated time.
flowers, such as petals,
sepals, carpels, anthers
and how they work The Lesson
together. Stimulus
Skills Focus • Discuss and blackboard what students know or have observed about flowering
• Observes plants. View and discuss the images of flowering plants you have collected to add
• Records to the list on the blackboard.
• Collects data What To Do
• Infers • Take a walk through the school grounds to observe the different flowers growing.
(Note: An alternative is to purchase a bunch of mixed flowers.) Use a data
recording format such as this to record observations.
Background Information
Flowers are the reproductive
parts of a plant. Flowers come
in many shapes, colours and
sizes, which are related to the
environment they grow in and
methods of pollination. (See
• Discuss the results of the observations. Focus on the variety of colours, sizes,
blackline for details on parts of
shapes etc. and have students suggest reasons for this variety.
a flower.)
• Review the worksheet. Discuss the roles played by the different plant parts and
For fertilisation to occur, pollen
how pollination occurs (see background information). Have students return to
must travel from the anthers
the garden to observe (using keywords and sketches) and record three different
(male part) to the stigma (female
species for each plant part. Use a recording sheet such as:
part). If this process occurs
within a single flower it is called
self-pollination. In other cases,
birds, wind, water and insects
transfer pollen from one flower
to another. This is called cross-
pollination. Most plants rely on
cross-pollination from another
plant of the same species. • Discuss variations and possible reasons for the variety.
Flowers attract birds and insects
with their bright colours and the
After the Lesson
smell of nectar. As the insect
or bird feeds on the nectar Additional Activities
it collects and subsequently • Research to find characteristics unique to Australian flowers
transfers pollen. • Research to find the reasons for the large range of sizes in different flowers
• Survey the home garden to present a profile of flower types
• Explore reproduction methods for conifers, ferns and mosses
Display Ideas
• Collect magazine or drawn pictures of a variety of flowering plants to make a
collage. Have students write about important features and facts of flowering
plants to label the display.
2 PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au

ISBN 978-1-925660-55-5
A Flower
Flowers are the reproductive organs of a flowering plant. Flowers can be many different shapes, colours and sizes, but flowers have common
parts.
Petals Stamen
Are used to attract birds and Is the male reproductive
insects and to protect the inside organ that produces pollen.
of the flower. Each stamen has two parts –
a filament and an anther.
Pistil
Calyx Is the female reproductive organ
Is made up of small green leaflike which receives pollen by self-
parts (sepals) that protect the pollination or cross-pollination. Each
young bud of a flower. pistil has three parts – a stigma, a
style and an ovary.
Nectar
Ovary
Is stored at the base of the flower to
Is where unfertilised eggs are stored. Once
attract birds and insects.
fertilised they become seeds.
Stamen Pistil
Stigma
Often sticky surface,
Anther receives the grains of
Pollen grains are pollen from the stamen.
produced here.
Filament
Style
Is the stalk holding
Ovary Connects the stigma to
the anther.
A hollow shape at the base of the ovary. Pollen travels
the flower where seeds develop. down this tube.

ISBN 978-1-925660-55-5
Life and Living • Access to plants in school grounds, books charts, videos
3.8 Identifies external and internal features of about reproductive cycle of flowering plants.
living things that work together to form Preparation
systems with particular functions. • Locate suitable site in the local environment for student
Indicator observations.
• Observes and understands the full cycle of
flowering plant reproduction.
Skills Focus The Lesson
• Observes Stimulus
• Collects data • Revise the previous lesson about reproductive functions of
a flowering plant. Use charts, books or videos to show the
• Records
changes in the reproductive cycle of a flowering plant (i.e.
• Infers budding, flower development, fertilisation, fruit, seed, seed
Background Information dispersal, seed germination).
The life cycle of a plant starts with germination from • Discuss the relationship among fruits, flowers and seeds. Is
a seed and ends with the production of new seeds. there one? If so, in what order do these elements appear in
Annuals complete their life cycle in one year, the cycle of a flowering plant?
biannuals in two years and perennials in more than What to Do
two years.
• Review the activity sheet and discuss each element of the
It is important to understand how the elements from cycle.
flower to fruit to seeds create this cycle.
• Students survey school grounds to identify an example of
The main elements of the cycle are:
each element in the cycle.
(a) Bud Growth: young buds appear on the upper
• On return to class, discuss observations and the variety of
parts of the plant’s foliage to begin the flower
examples observed.
formation.
(b) Flower Development: the immature flower • Discuss how the seeds can be dispersed (e.g. wind, water,
develops from the bud and is closed and animals, self-pollination). Which do they think applies to the
protected by the sepals. The mature flower plants observed?
blooms and opens, ready for pollination. The
four basic flower parts are sepals, petals, pistils
and stamen. After the Lesson
(c) Fertilised Flower: fertilisation occurs either Answers
through cross-pollination (assisted by wind, Teacher check
water, birds or insects) or self-pollination (a
Additional Activities
process within the flower where the pollen is
transferred from the stamen to the pistil). • Using the activity sheet, research to identify an example of
(d) Fruit: a fruit is an ovary that has developed and
each element that represents native Australian plant(s) and
matured. The flower dies and falls away to form
the reasons for this characteristic.
a small green fruit. The fruit grows and matures, Display Ideas
usually changing colour when it is ripe. • Report on the life cycle of a particular flowering plant,
(e) Seeds: eventually the seed/seeds are shed from identifying the important facts and changes that occur in its
the fruit. The fruit serves to disperse seeds that cycle. Display the presented work as a flow chart, a report,
the plant produces. It can use one of several a poster or a large display board.
means to do this. Some explode, spreading
seeds; others are eaten by animals and the
seeds deposited in a new location; and some are
carried by wind or water to new places.
(f) Germination: the seed is a resilient part of
the plant that can lie dormant until the right
conditions for growth prevail. When a seed
germinates it absorbs large amounts of water.
The seed swells and breaks away from the
external coating and begins to develop new
roots and shoots … beginning of a new cycle.

ISBN 978-1-925660-55-5
Read about the reproductive cycle of a flowering plant. Find an example of each element of the cycle in your school grounds.

ISBN 978-1-925660-55-5

Life and Living • Bean seeds (e.g. broad, lima, kidney), pictures, books, videos on
3.8 Identifies external and internal germination, glass jars, paper towel, a variety of seeds to observe,
features of living things that work small plastic containers, water.
together to form systems with Preparation
particular functions. • Have a small plastic container with a variety of seeds for each
Indicator group.
• Investigates the parts of a flower and • Prepare sufficient materials for each group (2 – 3) to have one
how seeds germinate and grow into glass jar, bean seeds and sufficient paper towel to fill the glass jar.
plants. • Soak bean seeds for about 1 hour. Have some seeds cut in half for
Skills Focus groups to observe and others intact to observe coating.
• Observes
• Records
The Lesson
• Measures
Stimulus
• Conducts simple experiments
• View and discuss charts or videos about germination. Discuss the
Background Information stages plants develop through.
Seeds come in a great variety of sizes, • Allocate a small container with a variety of seeds to each group.
shapes and colours. Every seed is a tiny Discuss the differences in size, shape and colour. Record these on
plant (an embryo) with leaf, stem and the worksheet.
root parts waiting for the right conditions • Discuss how seeds require the right conditions before they will
(usually warmth, moisture and oxygen) to germinate. Why is spring the season of new growth? How are
germinate and grow. seeds dispersed? (See background notes)
Seeds are protected by a coating. This can • Review and discuss the notes on the stages of growth of a seed
be thin, giving the embryo every chance from the worksheet.
of a quick germination, but providing very
little protection or can be thick and hard, What to Do
providing greater protection during seed • Allocate the soaked seeds and the seeds cut in half. Discuss the
dispersal and when the seed is waiting for parts of a seed and their functions. Compare the seed with the
the ideal conditions to germinate. structure diagram on the worksheet. Identify the parts.
Seeds contain food supplies (cotyledons) • Have each group prepare its observation activity.
the embryo needs for growth. Plants can (i) Place moist paper towel firmly in the glass jar.
either be monocots (one cotyledon) or
(ii) Place several bean seeds (not the soaked beans) in the jar,
dicots (two cotyledons).
between the glass side and the paper towel.
Seeds can tolerate a variety of conditions.
(iii) Place in an area receiving light and warmth – leave the jar
Some seeds are very fragile; however they
open at the top.
are dispersed in large numbers. Others are
very well protected and are dispersed in (iv) Keep paper towel moist (not soaking!).
low numbers. (v) Observe the seeds and record progress and physical changes.
When the seed is exposed to the
appropriate conditions the embryo cell
starts to absorb water and expands. The After the Lesson
seed coating breaks open and roots and Answers
shoots start to emerge. The shoot develops Teacher check
leaves and stems.
The bean growth activity allows students to
observe the germination process and the
• Establish a class vegetable patch to observe the growth of
changes in the seed without the seed being
different seeds.
concealed in soil. The seeds in this activity • Explore unique and different seed parts.
will germinate and grow for a short time, • Investigate the unique properties of Australian native plant seeds.
thriving on the food supply stored in the Display Ideas
cotyledons. Eventually the seeds will need
• Investigate and display seeds that we eat (actual or drawings).
extra food to continue their growth and the
Have students write brief descriptions and explanations about the
plants can be transferred to soil if desired.
collection.

ISBN 978-1-925660-55-5
Draw and label some

of your seed shapes.
Structure of a Seed Typical stages of Seed Growth

embryo
seed coat
cotyledon
The seed
breaks open The stem breaks through
its coating. the soil pulling the
cotyledons with it. The
primary root develops a Seed coat drops off
mass of minute hairs to and the plumule (leaf
shoots) breaks free. The first leaves
absorb more water. and stem grow.

ISBN 978-1-925660-55-5
Seed Dispersal
Life and Living • Access to books, charts, Internet for research on seed dispersal.
3.8 Identifies external and Preparation
internal features of living
• Locate an area in the school grounds where a variety of plant and seed types can be
things that work together
observed.
to form systems with
particular functions. • Organise time suitable for research using the school library and Internet access.
Indicator
• Understands the different
methods of seed dispersal The Lesson
used by various plants.
Stimulus
Skills Focus
• Discuss and blackboard the many different seeds that are encountered in our
• Observes lives through eating, observation etc. Ask for suggestions on how these seeds are
• Predicts dispersed in nature.
• Infers What to Do
• Discuss the notes on the blackline. Ask for examples of each form of seed
Background Information dispersal. Research if required.
See blackline notes. • Conduct a survey of the school grounds to observe five different plants. From the
It is important to convey information gained from the blackline and discussion, have students predict the
to the students that nature method of seed dispersal and be able to support this prediction.
provides many different
methods to ensure the
continuation of a species. The
many seed dispersal methods After the Lesson
demonstrate this. Plants also Answers
produce different volumes
of seeds, which often relates 1. Teacher check
to the chance of individual 2. Students should be able to support their dispersal predictions with reasoned
seeds sprouting and reaching argument.
maturity. Australia has many
unique plants and the seeds
of these plants have equally • Investigate unique methods of seed dispersal and germination in Australian plants.
unique methods of dispersal • Research how people use seeds (food, food products, medicines etc.). Display
and germination. The ability of
findings or place in a class booklet of ‘Interesting Facts About Plants’.
the Australian bush to recover
after a bushfire is an excellent Display Ideas
example of this.
• Create a poster showing the main types of seed dispersal.
Seeds have different shapes
• Display examples of plants from the school environment, showing examples and
which reflect the method
of seed dispersal; e.g. wind explanations of different seed dispersal methods.
dispersed seeds are likely to be
light and easily carried on the
wind; animal dispersed seeds
are likely to be fruits that are
eaten, or sticky or prickly and
able to adhere to the body
of an animal; water dispersed
seeds are likely to be light and
have a waterproof coating.

ISBN 978-1-925660-55-5
Seed Dispersal
Once a flower contains fertilised seeds it is necessary for those seeds to be spread, or dispersed.
Nature has provided plants with many different ways of seed dispersal, including;
Wind seeds that use the wind for dispersal are very light and often have wing-like parts to help them move through the air.
Animals seeds can be dispersed by animals in two ways:
(i) by hooking onto the fur of an animal, the seed is transported to where the animal carries it, before dropping;
(ii) when animals eat fruits from trees they take in the seed contained in the fruit. These seeds are not digested and pass
through the animal’s digestive system where they are deposited as part of the animal’s droppings.
Water some seeds rely on being transported by streams, rivers and oceans. These seeds require a waterproof coating.
Discharge some plants ‘explode’ their seeds into the air as the seed case opens suddenly and catapults the seeds
into the air.
Local in some cases fruit from trees simply drop to the ground and
grow close to the parent plant.
Research to find one plant that disperses its seeds in each of these ways:
Observe five different plants in the school grounds. Draw a diagram of the seeds from each plant and predict which form of seed
dispersal each plant uses. Give reasons for your choices.

ISBN 978-1-925660-55-5
Assessment
Flowering Plants
Name each part of this flower. Name the parts of this seed.
Number these stages in a flower’s development in the order they occur.
Fertilisation Fruit develops Flower develops
Growth of a bud Seed dispersal New seed germinates
Name four methods by which a seed can be dispersed.
(i) (ii)
(iii) (iv)
Indicators Demonstrated Needs further

opportunity

• Identifies and names parts of a flower. ❑ ❑
• Identifies and understands the role played by parts of a seed. ❑ ❑
• Identifies stages in the development of a flower. ❑ ❑
• Identifies different methods of seed dispersal. ❑ ❑
ISBN 978-1-925660-55-5
The Skeletal System
The Eye
The Ear
Circulation System
The
Human Body
human body artery optic

anvil oxygen
skeletal system
blood pelvis
ciculatory system The human eye is the organ which gives us our sense of
sight, allowing us to learn more about the surrounding circulation pulse
the five senses world than we do with any of the other four senses. cochlea retina
human eye We use our eyes in almost every activity we perform, cornea semicircular
whether reading, working, watching television, writing a Eustachian skeleton
letter, driving a car, or in countless other ways. external skull
The majority of people would agree that sight is the humerus spine
most precious of our various senses, and many people intestines stirrup
fear blindness more than any other disability. lungs valves
membrane vein
muscle
Name:

ISBN 978-1-925660-55-5
The Human Body ~ Activity 1
The Skeletal System
Life and Living
• A model or poster of a human skeleton, model or poster of the human body with visible
muscles, books or videos related to the skeletal and muscular system.
3.8 Identifies internal features
Book: The Magic Schoolbus in the Human Body.
of living things that work
together to form systems Preparation
with particular functions. • Suggestion: Prepare labels to attach to the posters or models (e.g. skull, humerus,
jawbone, kneecap, shoulder blade, femur, backbone, pelvis, ribs, collarbone).
Indicators
• Understands the parts and The Lesson
functions of the skeletal Stimulus
system. • Read the book (or view the video) The Magic Schoolbus in the Human Body. Discuss the
Skills Focus parts of the body.
• Ask the students to stand and feel their own leg bones, ribs, skull and backbones. What
• Observes
would happen if they didn’t have a skeleton? Ask the students to move some of their
• Communicates smaller bones, such as their fingers, toes and jaws. How are they attached?
• Draws conclusions What to Do
• Use the skeleton model or poster to show the structure of the skeletal system.
Background Information • Discuss the skeleton and the names of specific bones. Use labels to match parts.
There are 206 bones in the • Look at the skull, the ribs and the backbone. Why are they there? What are they
body, known collectively as the protecting? (See background information.)
skeleton. The skeleton has three • Discuss the other functions of the skeletal system. Could we exist without one?
jobs: • Students complete the top section of the blackline (Question1).
• To protect our body parts: • Ask students to orally give the answers to the labelling activity (Question 2) as a class.
The skull protects the brain, Note: This is a learning activity, not a test, so sharing information is important. Refer to
ribs protect the heart and lungs labels on model or chart.
and the backbone protects the • Study the model or poster of the human body with visible muscles. Ask the students, ‘Why
spinal cord. do we have muscles? What is their function?’.
• To support our body: • Ask the students to stand up and stretch out an arm. Can they feel their muscles? Explain
The skeleton allows us to that muscles work in pairs. Gently feel the top muscle (bicep) and bottom muscle (tricep).
stand upright and holds up our Pull the arm up. Draw a diagram on the board (or construct a simple model using wood
internal organs. and elastic bands) that shows the top muscle becoming shorter as it contracts and the
• To help us move: bottom muscle stretching as it relaxes.
Muscles are joined to our • Write the headings ‘Involuntary’ and ‘Voluntary’ on the board. Ask the students to list
bones. Our bones have joints things their body can do without them thinking about it. The list should include breathing
which enable the skeleton to and swallowing. Now brainstorm voluntary actions such as walking, turning and writing.
bend. Joints and ligaments
• Students to complete the rest of the blackline.
connect the bones to each
other. Within the joints is
After the Lesson
cartilage that enables smooth
Answers
movement.
1. (a) For example, skull–brain, ribs–heart/lungs, backbone–spinal cord.
Muscles allow movement. They
(b) It lets you stand upright and holds up the body parts.
always work in pairs. To move a
(c) Muscles joined to the bones, the bones have joints so the skeleton can bend.
joint, one muscle gets shorter
(contracts) and pulls the bone, 2. 1.skull 2. jawbone 3. shoulder blade 4. collar bone 5. ribs 6. humerus
while the other muscle gets 7. backbone 8. pelvis 9. thigh bone 10. kneecap
longer and relaxes (stretches). 3. (a) movement or motion (b) pairs
Voluntary muscles, which cover (c) involuntary: blinking, breathing, swallowing (others: sneezing, some
the skeleton, have two important habitualbehaviour can become involuntary).
tasks. One is to produce (d) voluntary: walking, head turning, typing (others: eye movement, blowing nose,
movement and the other is to
eating)
help keep the body upright. Additional Activities
• Build skeletons using paper strips and split pins. Label body parts.
Involuntary muscles move when
your body needs them to work. • Use pieces of wood and elastic bands to illustrate how muscles work.
They move automatically to keep • Study diagrams of larger-boned animals (e.g. cow) and smaller animals (e.g. rat)
body parts such as the heart and Display Ideas
intestines operating. • Display models and posters with student labels and explanations of the functions attached.
• Find pictures in magazines of people doing voluntary and involuntary actions (such as
sneezing). Attach underneath the correct headings.

ISBN 978-1-925660-55-5
The Skeletal System
The Skeletal System
Our skeleton performs three main tasks. Write a sentence explaining each. Did you know?
When you break your bone
To protect our body parts. it’s called a ‘fracture’.
A ‘simple fracture’ is when
there’s no break in the skin.
A ‘compound fracture’ is
To support our body. when the skin is punctured
by the broken bone.
There is a big difference in
fractures and in the time
To help us move. and skill required to treat
them.

Our Muscles
Our Skeleton
A muscle is a collection of thread-like
Place these labels in their
fibres, surrounded by a protective sheath.
correct position on the diagram.
(a) Muscles make all
humerus skull kneecap ribs shoulderblade possible.

jawbone femur backbone pelvis collarbone (b) Muscles work in
.
There are two types of muscles:
• involuntary muscles
(they carry out activities over which
we have little or no control); and
• voluntary muscles
(they are controlled by the conscious
part of our brain).
Classify these common activities as either involuntary or
voluntary movements. Add some of your own.
blinking walking breathing
swallowing head turning typing
Involuntary movements
Voluntary movements

ISBN 978-1-925660-55-5
The Structure of the Eye
Life and Living • Charts, books or models of the eye, a camera to open up, a hammer and nail
3.8 Identifies internal features (~1 to 2 mm diameter), hand mirrors.
of living things that work Materials for each student:
together to form systems
with particular functions.
• piece of white translucent paper (greaseproof is ideal) about 30 cm 2
Indicator
• clean, empty, silver tin with the lid removed but the bottom in place (ask
students to bring the tin from home)
• Learns and understands
the functions and parts of
• an elastic band
the eye. • a jumper or large cloth to make a dark area over the student’s head
• Investigates images on the Preparation
retina. • Punch central holes with the nail in the base of all the tins.
Skills Focus
• Conducts simple
experiments The Lesson
• Interprets findings Stimulus
• Have students stand in good light and look at one eye closely in a mirror. Which
parts of the eye can they see? (eyelash, iris, pupil, tear duct, sclera).
• Have partners look carefully at each other’s pupils. What happens when the lights
Sight is so important that 80%
go on and off? (pupils dilate in the dark)
of the knowledge the brain
acquires comes from the eyes. • Introduce the eye by relating it to the camera lens or showing the eye model/
The eye is ball shaped and chart.
contains a jelly-like fluid. The What to Do
outermost part is the sclera, • Discuss the structure of the eye and have students complete the diagram labels.
visible from the front as the
• Discuss the in-built defences the eye has. These include tears each time we blink
white of the eye. Light enters
(to wash away dust and germs) and the pupil contracting to limit the amount of
the eye through a clear covering
light that enters the eye.
at the front called the cornea.
The coloured part of the eye, • Work with the students as they individually construct and operate pinhole ‘eyes’
called the iris, has a small hole and study the image produced.
in the centre, the pupil, through • Students draw and label the diagram of the upside-down image.
which the light enters. The
lens is behind the pupil and it
focuses light onto the retina (the After the Lesson
image on the retina is upside
Answers
down), a special thin lining at
the rear of the eyeball. The cornea retina eyelashes
retina detects light rays and tear duct
translates them into messages iris
which are sent to the brain
pupil
along the optic nerve.
eyelids iris
Tear fluids ooze from the eyelids lens optic nerve pupil
each time we blink to wash
away dust and germs.
• Try to catch a ball with your eyes closed. Record the results of several attempts.
• Students experiment to make better designs for the pinhole ‘eye’.
• View books with pictures that require the reader to wear 3-D glasses to identify
the images.
Display Ideas
• On paper, write something familiar to you (the alphabet, numbers to 20 etc.).
Then write the same thing with your eyes blindfolded. Display the examples for
discussion.

ISBN 978-1-925660-55-5
Label the eye diagrams by reading the description.
Retina The back part of the eye which

receives the image.
t
Lens The part of the eye which directs ligh
onto the retina. It changes shap e to
help you focus on objects.
Pupil The small hole in the centre of the iris
which allows light to enter. Its size
alters with the amount of light.
Iris This is the coloured part of the eye
which you can see. Everyone in
the
world has unique irises.
Tear duct The part of the eye
which drains away
tears produced by the tear glands
.
Eyelids Movable flaps of skin which can
cover
or uncover the eyeball.
Cornea The clear covering of the eye ove
r the
iris and pupil.
Optic nerve The nerve which
runs from the retina
and carries the image to the bra
in.
Eyelashes Short thick hairs on
the eyelids to
protect the eye from dust.
How the Eye Works

The human eye has a design similar
to a camera. The pupil works like a
shutter, growing larger or smaller to
control the amount of light entering.
The lens behind the iris changes shape
to focus the image on the retina at the Inverted Image
back of the eye, just as the lens moves
Because the light rays cross over each other as they pass through the lens, the image received
in a camera to focus the image on the
by the retina is upside down. The brain inverts the image to what we ‘see’ in real life.
film at the back.
The following activity will illustrate this inversion of the image on our retina.
Question: What does the image received by the retina look like?
Design brief: You will be demonstrating how an inverted image reaches the retina.
Materials: piece of white translucent paper (greaseproof is ideal) about 30 cm2; clean, empty, silver tin with the lid removed but the
bottom in place; an elastic band; a jumper or large cloth to make a dark area over your head.
Steps: 1. Punch a nail hole in the centre of the bottom of the tin (about 1 to 2 mm diameter).
2. Spread the paper over the open end of the tin and secure with an elastic band. Pull the paper taut. This is the screen.
3. Point the bottom of the tin at an outside window.
4. Use the jumper or cloth to cover your head and make a dark area with just the paper screen showing.
5. Study the image as it appears on the screen.
Findings: Draw and label a diagram to show how an image enters the tin’s nail hole and another showing the
image on the paper screen.
ISBN 978-1-925660-55-5
The Structure of the Ear
Life and Living • Model of ear (if one is available), pictures, books/posters of the ear structure,
3.8 Identifies internal features charts or pictures of ears of different animals.
of living things that work Preparation
together to form systems • Display posters, models or books about the ear for viewing by students.
with particular functions. • Labels of ear parts to attach to posters or model.
Indicator
• Learns and understands
the functions and The Lesson
structures of the ear. Stimulus
Skills Focus • Have one student of each pair place their hands over their ears to block out
• Observes as much sound as possible. (Note: No objects should be placed inside the ear,
• Classifies including fingers!). Have students in pairs hold a discussion. Each student then
discusses the sensations he or she felt or observed.
• Records data
What to Do
• As a whole class, discuss the structure of the ear and allow the students to fill in
the words to match the descriptions. (Note: This is a learning activity, not a test,
Sound is produced by vibrations
so sharing information is important.)
in the air. It has pitch (vibration
frequency, high/low sounds), • Discuss how the ear works, using the diagram from the worksheet, the model and
intensity (loudness measured the background information.
in decibels) and timbre (quality • Discuss the in-built defences the ear has. These include hairs and wax that catch
and overtones). dust particles and protect the eardrum and the protective nature of the outer ear.
The outer ear is shaped to • Students complete the sheet by writing up their explanation of how ears function.
catch soundwaves and direct
them into the ear canal. The
ear canal is lined with hairs
and wax to catch dust particles After the Lesson
and protect the eardrum. The Answers
sound vibrates the eardrum 1. External ear
which transmits the vibrations
to three small middle-ear bones 2. Ear canal
(hammer, anvil, stirrup). These 3. Eardrum
in turn transmit the vibrations to 4. Middle-ear bones
the inner ear, where the cochlea
(filled with fluid and hairs) reads 5. Semicircular canals
the vibrations and transmits the 6. Cochlea
message to the auditory nerve.
7. Auditory nerve
This nerve sends the message
to the part of the brain which 8. Eustachian tube
analyses what is heard and Explanation: See background notes.
makes sense of the sound (or
not).
• Explore the quality of sounds (see background notes) with musical instruments.
A canal called the Eustachian
tube connects the middle ear • Students could try to build a model of the ear using various materials.
to the back of the nose. It • In health, discuss and make notes about the care of our ears.
equalises air pressure on both • Students could research (or measure) the volume of everyday sounds/activities
sides of the eardrum, such as
(e.g. rock concert, jet engine, hair-dryer) and the effects of sound on the cochlea.
when flying.
• Blindfold a friend. Click your fingers in different locations and have him or her
point to where the sound originates.
Display Ideas
• Construct a large chart of the ear structure. Use collage effects to decorate. Label
with ear parts and an explanation of their function.

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Study the diagram carefully. Write in each ear label next to its description.
1. The outside ear flap which collects the sound.
2. Directs the sound onto the eardrum, which vibrates.
3. A thin, rounded membrane which vibrates and transmits the sound to the middle-ear bones.
4. Receive the vibrations from the eardrum and transmit them to the inner ear.
5. These are fluid filled and vital to our sense of balance.
6. Contains nerve cells which transmit the sound to the auditory nerve.
7. Carries the sound to the part of our brain which controls sound.
8. Connects the middle ear to the back of the nose. It is used to equalise pressure on both sides of
the eardrum.
How the Ear Works

Study the diagram. Note that the sound travels through air, a mechanical connection and fluid before it is transmitted to the auditory nerve.
In your own words, describe how the ear works.
Challenge: Research to find out how the semicircular canals and the Eustachian tube combine to help us keep our balance.
ISBN 978-1-925660-55-5
Our Circulatory System

Life and Living • Reference library, model of the heart if available, charts of circulatory system,
3.8 Identifies internal features pictures of the heart.
of living things that work Preparation
together to form systems • Organise the students into pairs.
with particular functions.
Indicator
• Understands the function The Lesson
and structure of the Stimulus
circulatory system.
• In pairs have students measure and record their pulse prior to and after some
Skills Focus exercise. Compare the results and explain how and why the body needs to increase
• Observes its blood flow during exercise.
• Classifies What to Do
• Records data • Introduce the circulatory system and show pictures and books which illustrate its
structure and function.
Background Information • Students can complete Question 1 on the worksheet together. (Note: This is a
learning activity, not a test, so sharing information is important.)
If the network of vessels in the
human body through which • Students can research and complete the worksheet on their own or finish the
blood flows was stretched end activity together as a class with discussion on each section before they fill it in.
to end it would be more than
100 000 km long.
This network reaches every part After the Lesson
of the body, carrying blood Answers
which takes vital nutrients and 1. (1) circulation (2) cells (3) oxygen (4) disposed (5) intestines (6) lungs (7) gases
oxygen to each cell. The centre (8) pump (9) organ (10) valves
of this system is the heart, which
2. Artery = Away, or to = small word (same as vein).
pumps blood continuously.
3. See diagram below
The strongest of all blood
vessels are the arteries, which 4. See below
leave the heart and carry Additional Activities
blood to the body, much like • A research project on one part of the circulatory system, going into more detail
a series of highways. The walls than covered here.
of arteries must be strong to
• A writing analogy comparing the human circulation system to an engine (fuel, fuel
withstand the pressure of the
lines, combustion, exhaust etc.).
blood as it surges from the heart
after each beat.
Arteries branch and divide into
smaller vessels called arterioles.
These further divide into smaller
vessels called capillaries.
These vessels carry food and
oxygen to the body’s cells.
Larger vessels called venules
join the capillaries to take the
blood back to the heart, slowly,
through veins.

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Our Circulatory System
Complete these words to this passage, which describes the circulatory system in our body, by using the words below.

intestines oxygen pump disposed circulation gases lungs organ valves cells
The c (1)
of the blood can be compared to the transportation system of a large city. The individual
c (2)
of the body are the people to whom the blood brings food, o (3)
and other necessities. It also carts away the waste products to be d (4)
of. Food is digested in the
i ,(5) where the blood absorbs it and carries it to the cells. In the l ,(6) the
blood collects oxygen and discharges carbon dioxide and other waste g . The heart acts as a
(7)
p (8)
sending the enriched blood out through the body, as well as sending depleted blood to the lungs and
intestines. The heart is a pear-shaped o (9)
slightly bigger than your fist. It has four chambers separated by
v . It receives depleted blood from the veins and directs it to the lungs. It also receives enriched
(10)
blood from the lungs and directs it all over the body.
Veins carry depleted blood to the heart (to the heart). Arteries carry enriched blood to the body (away from the heart).
Can you think of a way to remember the difference between veins and arteries?

Using this diagram of the heart:
(a) colour blue the half of the heart which has depleted blood coming in and out.
(b) colour red the half of the heart which has enriched blood coming in and out.
(c) draw arrows to show the direction of the blood in the heart.
(d) label the valves.
Find the answers to this circulation puzzle.
Down
2. Carry enriched blood to the body
3. Describes the way our blood goes around our body and
returns to the heart
4. The smallest components of our body
6. A mixture of liquids which provides our cells with
what they need to stay alive
7. Digests our food and enriches the blood with nutrients
Across
1. Control the flow of blood in our heart
5. Our body’s blood pump
8. Enriches the blood with oxygen and removes any waste gases
9. One pumping motion from our heart
10. Carry depleted blood to the heart
Challenge: If our adult heart beats at about 70 times/minute, about how many beats will it do in one day and in a leap year?
ISBN 978-1-925660-55-5
The Human Body
Assessment
Name two of the main tasks of the human skeletal system.

Match each word to its meaning:

artery auditory nerve eardrum lens humerus pupil vein valves
(a) A thin membrane which receives the sound from the ear canal and transmits it to the middle ear.
(b) A nerve column which carries the sound message to the brain.
(c) Our upper arm bone.
(d) The part of the eye which directs the image onto the retina. It changes shape to focus.
(e) The small hole in the centre of your iris which allows light to enter the eye.
(f) These look bright red and carry enriched blood away from the heart.
(g) These look bluish in colour and carry depleted blood to the heart.
(h) These control the flow of blood in the heart.
Your eyes and ears are very sensitive Fill in the labels on these diagrams, using these names: retina, iris, semicircular canals,
organs and need care. Your body has ear canal, optic nerve, pupil, cochlea, valves, ear drum, lens.
in-built defences to help care for
them. List and explain two defences
your body has for each:
eye: (a)

(b)

ear: (a)

(b)
On the back of this page, explain how we see things.
Demonstrated Needs further

Indicators opportunity
• Understands the parts and functions of the skeletal system. ❑ ❑
• Understands the functions and parts of the eye, ear and circulatory system. ❑ ❑
• List natural defences of the ear and eye. ❑ ❑
• Identifies parts of the eye, ear and heart. ❑ ❑
• Explains how our eyes function. ❑ ❑
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The Solar System
Planet Facts
Solar System Model
Stargazing
Space
solar system atmosphere orbit

planets (by name) diameter planet
A pinhead of the sun’s raw material could kill distance Saturn
astronomy
someone up to 160 kilometres away. Earth scale
constellations Jupiter solar system
The sun makes up 99.86% of the mass of our entire
universe Mars space
solar system.
comets Mercury stars
The Olympus Mons (on Mars) is the largest volcanic
asteroids model Venus
mountain in our solar system. It is 600 km across
moon Uranus
meteoroids and 27 km high.
Neptune temperature
Saturn has such a low density it would float if
placed in water.
Name:

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The Solar System
Space ~ Activity 1

Earth and Beyond • A3 paper (or larger for group presentations), posters and models of our solar
3.3 Illustrates patterns of system, videos showing models of the solar system and real footage of the
change observable on earth planets.
caused by the relationship Preparation
between the sun, Earth and • Display the posters around the classroom. Hang models from the ceiling. Organise
moon. a time and area to show a video about the solar system.
Indicator
• Recognises the planets of
the solar system. The Lesson
• Analyses information text Stimulus
about the planets to infer • Ask the students if they know another name for the Earth. Remind them of the
which could sustain life. label ‘third rock from the sun’. Discuss with the class what this means.
Skills Focus What to Do
• Communicates • Hand out large sheets of paper to groups of students. Ask the students to
• Analyses text draw and write the names of as many planets in our solar system as they can
• Infers remember. Do they know any information about the planets? Ask the groups to
• Draws conclusions
write the facts by the names and their pictures of the planets.
• When the groups are finished, a speaker from each group can share the
information with the class.
• Show a poster or model of the solar system. With the class, point to each planet,
The solar system is the name name it and count where it is in relation to the sun and the Earth. In their groups,
given to the area of space that students create a mnemonic to remember the order of the planets from the sun.
contains our star and its nine For example, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune
planets. The star is what we becomes My Very Energetic Mum Just Served Us Nachos!
commonly call the sun and is
the centre of the system. It is
• Read the information on the blackline with the class.
over seven hundred times the • Discuss with the class why Earth is the only inhabited planet. Examine each planet,
size of the planets and moons considering the conditions. Which planets do the students think could sustain life?
put together. This enormous Which planets do scientists think could sustain life?
mass creates a gravitational pull • View a video about our solar system and the planets, moons, asteroids,
that keeps the planets circling meteoroids, comets and dust that it contains.
the sun. This is the same force • Have students add facts to their group’s posters after reading the text and viewing
that keeps the moon orbiting the video. Share or display their group’s efforts with the class.
the Earth.
The planets in order from the
sun are: Mercury, Venus, Earth, After the Lesson
Mars, Jupiter, Saturn, Uranus Additional Activities
and Neptune.
• The planets are named after Roman gods and goddesses. Ask students to find
Other than the planets and pictures of each of the gods and attach them to the displays. Write a paragraph
the sun, the solar system also describing the gods’ characteristics and how they relate to our knowledge of the
contains dwarf planets, moons, planets.
asteroids, meteoroids, comets
• Research links between astrology and astronomy. Find connections between star
and dust.
sign predictions in the newspaper to the movement of the planets in the solar
system.
Display Ideas
• Divide the class into 10 groups. Each group is assigned one of the nine planets and
the final group is given the sun. A3 posters are created with coloured pictures,
diagrams and facts about the planet. The posters are displayed in the classroom.
Other groups assess each poster – making note of presentation, clarity, facts etc.
• Students write poetry or creative stories about travelling through our solar
system. Facts must be included. The work is word processed and put into a
‘Space’ big book that is displayed in the class library and read during silent reading
time.

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Space ~ Activity 1
The Solar System
The solar system is the name given to the area of space that contains our sun and the eight planets and several dwarf planets. The Earth is one of
those planets orbiting the sun.‘Solar’ means
anything to do with the sun.
The Sun
The star that is the centre and the ‘life’ of
our solar system is the sun. A huge ball of
constantly exploding gas, the sun gives out
the heat and light that sustain life on Earth.
It has over seven hundred times the mass of
all the planets and their moons put together
and has a diameter of 1 400 000 kilometres.
The sun’s enormous gravitational pull keeps
its nine satellites and their moons in orbit.
Its temperature ranges from 6 000°C on the
surface to 20 000 000°C in the centre.
Venus Earth Mercury

Venus is only slightly smaller than Earth, Earth is the only planet that is thought Mercury is one of the hottest planets, being only 60
with a diameter of 12 100 kilometres. to contain life forms. Its atmosphere million kilometres away from the sun. Its surface
It orbits the sun at a distance of 108 contains water vapour, oxygen, carbon temperature ranges from -170°C to 350°C. It is about
million kilometres. This planet is covered dioxide and nitrogen. In early times, it was one-third of the size of the Earth, with a diameter of 4
in smog-like clouds made up of carbon thought that the Earth was the centre of 900 kilometres. Mercury closely resembles our moon,
dioxide and sulphuric acid. Although the universe and that it was flat! With a with large craters on its surface. It has no atmosphere
clouds swirl around the planet at great diameter of 13 000 kilometres, the Earth and is named after the Roman messenger god.
speed and lightning crashes upon it, takes 24 hours to rotate on its axis, giving
the surface temperature is about 500°C. its inhabitants day and night. Orbiting the
Venus was named after the Roman sun at a distance of 150 million kilometres, Mars
goddess of love and beauty. the temperature of the Earth’s surface Mars is often called the ‘red planet’ due to its red-
ranges from -30°C to 50°C. blood appearance and was named after the Roman
god of war. With a surface temperature between
-125°C and 25°C and polar icecaps that melt and
Jupiter freeze with the seasons, Mars is considered to be the
Jupiter is the largest planet in our solar system with a diameter of 134 000 kilometres - 11 planet most similar to the Earth. It is about half the
times the size of Earth! Jupiter has at least 16 moons and a ‘red-spot’ created by liquids and size of Earth with a diameter of 6 800 kilometres and
gases, forming clouds and storms. It also has a thin ring that is similar to Saturn’s. At 778 orbits at 228 million kilometres from the sun. The
million kilometres from the sun, Jupiter’s surface temperature is approximately –150 °C. atmosphere on Mars is thin and mainly of carbon
Its atmosphere consists of methane, ammonium and some water vapour. Jupiter is named dioxide. Scientists believe that if the polar icecaps
after Jove, king of Roman gods, because of its great size. melted, a greenhouse effect would occur that could
make it possible for humans to colonise the planet.
Mars has two satellites orbiting it.
Saturn Uranus
Saturn has coloured rings that surround Because Uranus is 2 870 million
it that are made up of ice, dust and rocks. kilometres away from the sun, little is
Neptune
With 23 moons, Saturn has a diameter of known about it. We do know that it is
75 000 kilometres. Although it is 1 425 about four times the size of the Earth, With a surface temperature of –230°C, it is predicted
million kilometres from the sun, Saturn with a diameter of 51 000 kilometres, that life could not exist on this planet. Neptune has
can be seen from the Earth without a and that its surface temperature is two moons and a bluish appearance that may have
telescope. With a surface temperature of -220°C. Uranus has 15 satellites and resulted in the planet being named after the ancient
–180°C, Saturn’s atmosphere is similar to is a liquid planet with a thick cloudy Roman god of the ocean. Scientist believe that Pluto
Jupiter’s, consisting of dense methane and atmosphere of methane gas. Uranus may have been one of Neptune’s moons that escaped.
ammonia. The Roman god of harvest and was named after the ancient Roman Neptune is 4 497 million kilometres away from the sun
reaping gave his name to this colourful god of the heavens. and has an atmosphere of dense methane gas. This
planet. planet has a diameter of 49 000 kilometres.

ISBN 978-1-925660-55-5
Planet Facts
Space ~ Activity 2

Earth and Beyond • Copies of blackline from previous lessons (page 23), topic books, encyclopaedias, the
3.3 Illustrates patterns of Internet (with appropriate websites bookmarked).
change observable on Preparation
earth caused by the • On each group of tables, place copies of the worksheet (page 25), books about the
relationship between the solar system and encyclopaedias (letters M, E, V, J, S, U, N). Bookmark websites
sun, Earth and moon. that display information about each of the planets.
Indicator • Suggestion: Enlarge table (p. 25) to A3.
• Extracts data to
complete a table of
information about the The Lesson
nine planets in the solar
Stimulus
system.
• Discuss charts on display and the mnemonics created in the previous activity to
Skills Focus
remember the order of the planets.
• Collects Data
What to Do
• Classifies
• Brainstorm students’ knowledge of the solar system and its planets. Explain that
• Records they are going to use information from the blackline, books, encyclopaedias and the
• Communicates Internet to discover information about each of the nine planets in the solar system,
• Study the table to be completed. Ensure that the students understand the headings.
Background Information Talk about one specific planet; for example, Earth.
The solar system contains all Earth – one satellite which is the moon, temperature ranges from –30°C to 50°C,
the planets, asteroids and nitrogen, oxygen, carbon dioxide and water vapour are in the atmosphere, distance
comets that orbit our sun. from sun – 150 000 000 km, diameter – 13 000 km.
Early astronomers used their • Students work in pairs or small groups to discover the information about each of the
eyes to look at the sky. Today, planets.
we use powerful telescopes • Once each group has finished, collate the facts on the board. Were there any
to view space. discrepancies? Discuss with the class why this might be. Have there been any new
Looking at the sky, planets discoveries about the planets recently?
look like stars; however, they
are much closer to us. Like
Earth, the other eight planets After the Lesson
orbit the sun. Because of Answers
this, the planets slowly move
across our sky. Venus is the
1. See answer table on page 81.
brightest planet and is called Additional Activities
the Morning Star at sunrise; • Use the Internet to search for any new discoveries about the planets.
at sunset, it is known as • Look in recent and past newspapers to discover any missions to view the planets
the Evening Star. The other
• Research NASA and its space programs.
planet that is visible to the
naked eye is Mars. • Create a debate about the amount of money that is spent on space exploration and
discovery each year. Can we justify the 50 billion dollars that is spent on the Apollo
The four planets that are the
space program each year when there are so many people living in poverty?
closest to the sun – Mercury,
Venus, Earth and Mars – Display Ideas
are made of rock and iron. • Attach facts to a model solar systems. Use a word processor to print out the
Jupiter, Saturn, Uranus and information and hang it next to each of the planets.
Neptune are balls of gas. • Paint a solar system onto a black wall. Add the facts about each of the planets to the
Neptune the furthest from wall.
the sun, is the smallest of the
• Create a class booklet with ‘Amazing Planet Facts’ for students to add to when
‘gas giants’.
information is located and use for interest reading.

ISBN 978-1-925660-55-5
Space ~ Activity 2
Planet Facts
Complete the table using the information on the blackline and your own research.

ISBN 978-1-925660-55-5
Space ~ Activity 3
Solar System Model
Earth and Beyond • Ruler, metre ruler, trundle wheel, compass, calculator, blackboard compass, cardboard,
3.3 Illustrates patterns of scissors, copies of blackline from previous lesson (page 25), a variety of brochures
change observable on (preferably travel).
earth caused by the Preparation
relationship between the • In order to demonstrate ‘scale’, find maps of the local area or a plan of the school with
sun, Earth and moon. a visible, simple scale.
Indicator The Lesson
• Calculates measurements Stimulus
to scale using a • Use different spherical objects to represent the relative size of the different planets in
calculator and uses the the solar system. For example - Mercury - M&M, Venus - large bean, Earth – large bean,
measurements to create Moon – M&M, Mars – pea, Jupiter – a large orange, Saturn – a tennis ball, Uranus – a
a miniature solar system. cherry tomato, Neptune – a cherry tomato, Sun – a hoop.
• Expresses knowledge of What to Do
the size and distance of • Explain that the class is going to create a ‘miniature’ solar system in an outside area.
the planets in the solar Begin the discussion about scale. Show the maps and grid pictures. State that the size
system in writing. of the planets and distance between them varies. We can represent this by shrinking the
• Uses researched facts solar system.
about one planet to • The students complete the columns on the table labelled ‘diameter’ and ‘distance from
create a travel brochure. the sun’ using the information found in the previous lesson. These figures need to be
reduced to scale. This is done by:
Skills Focus Diameter – 5 000 kilometres is equal to 1 centimetre.
• Measures Distance from the sun – 50 000 000 kilometres is equal to 1 metre.
• Records The original figures are divided by either 5 000 or 50 000 000. A calculator will need to
• Collects data
be used with the larger numbers.
• Assign planets to each group. They will need to create the planet from cardboard and
Background Information calculate the distance it is from the sun. One group will need to create a sun. Using this
The universe includes all light, scale, the sun’s diameter of 1 400 000 km will become 280 centimetres in diameter. This
matter and energy that exists will be the largest object in the solar system. Student and ‘teacher-blackboard’ compasses
anywhere in space and time. will help to create the circular planets.
Scientists don’t know if the
universe has an actual limit to • Once the solar system has been placed to scale in an open space, students make
its size. It includes our circular comments about the size of planets and distance between them. They record their
galaxy called ‘the Milky Way’. The observations in writing in Question 2.
Milky Way consists of hundreds • Show the students a variety of travel brochures. Point out the features of each. How
of billions of stars including our effective are they at making the reader want to travel to that place? Individually or
Sun – and its solar system. Many in pairs, students choose one planet. They research it further, taking notes about the
other stars are also thought to
conditions on each. Student create a travel brochure for that planet.
have their own solar systems
within the galaxy. After the Lesson
Our solar system is also disk- Answers
shaped and only minute in the
overall vastness of the universe. 1. Diameter Scaled diameter 5 000 km = 1 cm Distance from sun Scaled distance from sun 50 000 000 km = 1 m
Sun 1 400 000 km 280 cm
To try to understand the enormity Mercury 4 900 km .98 cm (~1 cm) 60 000 000 km 1.2 m
of this vastness in space an Venus 12 100 km 2.42 cm 108 000 000 km 2.16 m
example can be given of a Earth 13 000 km 2.6 cm 150 000 000 km 3m
classroom filled to the ceiling Mars 6 800 km 1.36 cm 228 000 000 km 4.56 m
with beach sand. Every grain of Jupiter 134 000 km 26.8 cm 778 000 000 km 15. 56 m
Saturn 121 000 km 15 cm 1 425 000 000 km 29. 04 m
sand within the room represents Uranus 51 000 km 10.2 cm 2 870 000 000 km 57.4 m
a planet, sun or body within the Neptune 49 000 km 9.8 cm 4 497 000 000 km 89.94 m
universe.
Creating a model to scale 2. Teacher check
highlights the incredible amount 3. Teacher check
of space just within our own solar
system along with comparative
planet sizes and their positions • Students complete a space grid picture. This is when a picture is covered by a grid
within the system. (10 cm by 10 cm for example) and that picture is reproduced on a grid that is 1 cm
The space within the planets by 1 cm. The students will see that it is the same picture but represented on a smaller
is called ‘interplanetary space’ scale. Pictures could be of an alien, a space shuttle or an astronaut.
and is controlled by the sun’s Display Ideas
gravity. • The travel brochures created in Question 3 can be displayed on a wall near a model of the
solar system.

ISBN 978-1-925660-55-5
Space ~ Activity 3
Solar System Model
To create a model of our solar system, we need to reduce its size but keep the same relationship
between the planets. To do this, we will decrease the size of the planets and their distance from
the sun by using a scale. Just like when a cartographer draws a map or an engineer designs a
car, scientists create models by reducing measurements by the same amount.
Planets Diameter Scaled diameter Distance from sun Scaled distance from Sun
5 000 km = 1 cm 50 000 000 km = 1 m
Sun
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Use measuring equipment to create a model of our solar system. A compass will help you to construct the planets.
(Remember to halve the diameter to make the radius of a circle. )
Now that you have seen a ‘miniature’ version of our

thoroughly using books and
solar system, what did you discover? How did the size Choose one planet and research it
ut the conditions on the
of the planets compare to the sun or the Earth? Were the Internet. Take careful notes abo
ate a travel brochure for
you surprised at the distance between the planets? In a planet. Use the information to cre
paragraph, describe your findings. your planet.
‘sell’ the planet!
Remember your brochure has to

• include facts about the planet

• presentation and colour are
important
• describe and draw the fun

attractions
• add information about
travel and cost
• describe the
accommodation
• include a ‘catchy’ slogan!

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Stargazing
Space ~ Activity 4

Earth and Beyond • A star map, globe, clear dome-shaped bowl bigger than the globe, small amount
3.3 Illustrates patterns of of plasticine, clay or similar.
change observable on earth Preparation
caused by the relationship • Organise a slide projector or video/ television to view pictures of the night sky. If
between the sun, Earth and it is possible, stick stars (stickers) to the outside of the clear bowl.
moon.
Indicator The Lesson
• Observes the night sky and Stimulus
makes inferences about • Prior to the lesson, ask the students if a clear night sky is the same whenever they
the movement of the stars look at it. If they are unsure, they can view the sky on the evenings leading up to
in the night sky. the science lesson.
• Describes his or her What to Do
observations in writing.
• Discuss the students’ observations of the previous nights. What did they see? Was
Skills Focus the sky different each night?
• Observes • Write the question on the board, ‘Do the stars move?’. Let the students make
• Investigates predictions about the answer.
• Predicts • Students complete Questions 1 and 2 of the blackline at home. They return to
• Records school and discuss their findings within a small group. Written explanations are
• Draws conclusions completed in Question 3.
Background Information • Ask students to volunteer to read their explanation of the previous nights’
observations to the class.
Looking up at the night sky, we
see the largest known objects
• To help students understand this difficult concept, place the globe on a table for
the students to view. Stick a blob of clay on the place on the globe where you
in the universe – the stars. Stars
are. Hold the bowl over the top of the globe leaving a little distance in between.
form from clouds of gas that Explain to the students that the ‘dome’ of stars is around the whole of the Earth
draw together into a very hot and the solar systems that it is in. Point to the modelling clay and then slowly turn
ball. Stars are so far away from the Earth. Explain to the class that it is us that moves and the stars are fixed in
Earth that astronomers use our sky. This is why as the Earth rotates for 24 hours on its axis, we see the stars
light years to help measure the ‘moving’.
very large distances between • Hold the dome even higher. Ask the students if the stars we see change
them and us. We see the stars throughout the year. They do. Move the globe around the table to show it
moving across the night sky travelling on its orbit around the sun. As the Earth moves through the year, the
because the Earth rotates every stars we see in the sky change.
24 hours on its axis. The sky also • As a challenge, students can choose to do further research or write creatively
changes throughout the year about the stars.
as the Earth orbits the sun. In
the universe, stars are grouped After the Lesson
together to form galaxies. The Answers
name of our galaxy is the Milky
1. Teacher check 3. See background information.
Way and most of the stars we
2. Teacher check
see in the night sky belong to
our galaxy. The stars that are Additional Activities
seen in the northern hemisphere • Keep a ‘stargazing’ journal. When looking at the sky each night, students take notes of
are different from those seen in their thoughts, questions and comments. Diagrams, extra information, creative writing
the southern hemisphere. Small and poetry can be written in the journal.
star groups which form patterns • Write a report that explains how astronauts are chosen and what training they have to
are called constellations. do before they can go up into space.
Astronomers have named over • Students create a time line of space exploration that highlights the important events.
90 different constellations. The The time line can span the classroom with information and pictures attached.
Orion constellation includes the • Research the twelve main star constellations in the zodiac - Aries, Taurus, Gemini,
group of stars most commonly Cancer, Leo, Virgo, Libra, Scorpio, Sagittarius, Capricorn, Aquarius and Pisces.
known as the ‘saucepan’. These Display Ideas
constellations create a map in
• Display posters of constellations and star maps.
the sky. Twelve constellations
• Students sketch the night sky as home work. They recreate the night sky with yellow
form the signs of the zodiac.
and white paint on a black background in the classroom.
• Poems written in Question 3 of the blackline can be displayed.

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Space ~ Activity 4
Stargazing
On a clear night, find a spot near your house that is away from any houselights or streetlights.
(a) Look at the night sky. What do you see? (b) Use four adjectives to describe the sky and how you feel when
you look at it.
Find a spot where you can look up at the night sky but also see
something stationary, like the top of a roof. Place a rock at your feet so
you will be able to return to that spot.
(a) Look at the sky. Choose a cluster of stars . Draw how the stars (b) Stand in your spot. How high are the cluster of stars
look in relation to the tip of your stationary object. Take note you have chosen? Put one hand horizontal with the
of the time. Under each picture, draw an arrow showing the base resting on the horizon. Place your other hand on
direction you are facing. Repeat this procedure twice more at top. Keep doing this until you reach your stars.
hourly intervals.
Are the stars moving? Explain why the stars appear to spin
across the sky during the night.

• Write a poem that describes the night sky. Design a
creative way to present your poem for display.
• Do people who live in the southern hemisphere see the same
stars as those looking up at the sky in the northern hemisphere?
Use the Internet, books and encyclopaedias to research your
answer.

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Space
Assessment
(a) List the planets in the order that they occur from the sun. (b) Write one fact about the sun and each of the planets in
the solar system.
Explain why scientists predict that the Earth is the only Sarah is looking at the night sky from the same spot at 7.00 p.m.,
planet in our solar system that is able to sustain life. 8.00 p.m. and again at 9.00 p.m.
(a) Describe what Sarah will see happening to the stars.
(b) Why do stars appear to move across the night sky during
an evening?


opportunity

• States the planets of the solar system and the order they occur from the sun. ❑ ❑
• Expresses one fact about each of the planets of the solar system. ❑ ❑
• Infers why Earth is the only planet that is believed to sustain life in our solar system. ❑ ❑
• Describes observations of the night sky in writing. ❑ ❑
• Suggests why the stars appear to move across the night sky. ❑ ❑
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Conserving Our Resources
Damage to the Environment
Our Resources
Can We Fix it?
Conservation
conservation conservation mining

pollution compost natural
Agriculture and commercial development are damage pollution
renewable resources
identified as the two most widespread causes of
introduced species environment recycling
habitat loss for wildlife.
feral pests erosion renewable
Habitat destruction around the world now threatens farming resource
recycling
the survival of nearly 10% of the world’s 100 000
clear-felling introduced species sustain
species of trees.
logging waste
Each person in Australia produces about 2 kg of non-renewable minerals
rubbish every day.
Name:

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Conservation ~ Activity 1
Lesson Focus Before the lesson
Earth and Beyond • Poster paper, chart-making materials, 2 nectarines, knife
Preparation
3.1 Illustrate ways that use
of the Earth’s resources • Organise students into pairs or small groups. Cut one nectarine in half but do not pull apart.
changes the physical
environment. The Lesson
Stimulus
Indicator
• Write the word ‘conservation’ on the board. Ask the class to offer ideas, examples and explanations of
• Describes ways what they believe this word to mean. Show the class the cut nectarine (still intact). Explain how this
that individuals can is a good and fair representation of the Earth. Twist and pull it apart to reveal how the skin is like the
minimise damage to thickness of the Earth’s crust, the flesh is like the mantle and the seed is like the core.
the local environment. Ask the class to make predictions for the following questions:
(use a nectarine to represent the earth. Cut away sections as directed)
Skills Focus 1. How much of the Earth’s surface is covered with water? (Cut away 70% of the flesh.)
• Predicts 2. How much of the Earth’s land surface is habitable? (Cut away 33% of what is left.)
3. How much of the Earth’s surface has a climate suitable for growing food? (Cut away 33% of what is left.)
• Analyses text
What is left is the part of the Earth that all the animals, including humans, live on and must share. Discus
• Draws conclusions responses to demonstration. Why is there a need to conserve our resources?
• Communicates What to Do
Background Information • Read the top paragraph of the blackline together. Ensure that the students understand that
conservation means protecting our resources.
Conservation is about
• In small groups or pairs, the students read each scenario in Question 1. They discuss what they would
looking after something do next to help minimise the damage to the natural environment.
that you value. We value • When each group has finished, all of the students are to contribute their ideas to the class. Discuss
our survival and so we must which of these activities the students are doing already.
conserve our environment to • In Question 2, the students think of environmentally friendly behaviours in the home. Once again,
ensure that it can continue bring the class together. Students read out their behaviours and a list of these activities can be
to sustain life. Today there compiled and displayed as a reminder of ways to be environmentally friendly.
are many conservation • Each student can choose one way or a number of ways that the whole school can help to minimise
efforts occurring all over damage to the natural environment while at school. A poster is designed and coloured to be displayed
the world. Groups such in the school grounds.
as Greenpeace and the
World Wildlife Fund keep After the Lesson
a watchful eye over the Answers
environment to make sure 1. (Possible answers)
that environmental rules and (a) Plates in the bin, take apple cores to their compost heap at home, recycle the glass and the
laws are being followed. newspaper.
(b) Use the money to buy fencing, signs, plants or small trees.
Millions of dollars are spent (c) Make sure she turns the tap off while she is brushing her teeth.
on ways to clean up our (d) Simon can tell his mum to take the plastic shopping bags to the supermarket to use again; or
environment. We can help to buy big calico bags that can be used for shopping over and over.
to minimise further damage (e) Nicola, Brad and Sally can car pool.
(f) Mrs Thomson can use the food scraps from her shopping to create compost. This will improve
by curbing our everyday
the condition of her soil and she will be able to make things grow in her garden.
behaviours that cause it. In
2. Answers will vary.
most communities, there
3. Teacher check
are groups that plant trees
and clean up the coast.
These people are important • Students research the amount of rubbish thrown away in the school each day or each week. Is there a
recycling program in place. Is it effective? Can one be started?
because they keep the
community aware of its • Research some of the ways that the local council and government police energy and water use in the
community.
responsibility to conserve
• Look through the current newspaper to search for articles about the environment. Cut them out and
by being seen regularly
create a ‘clippings board’ that can be added to throughout this unit.
performing worthwhile tasks.
• Find out which environmental groups are in the local community. What are they trying to conserve?
Humans must be conscious
How often do they meet?
of their everyday behaviours
Display Ideas
and educate others around
• Students draw posters that show some people doing environmentally friendly things and others that
them.
are damaging the environment. Other students have to detect which people are which and define the
activities they are doing.
• Display posters of different organisations such as Greenpeace and the World Wildlife Fund.

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Conservation is the careful use and protection of our natural resources. Our environment is our most valuable resource as
it holds the key to our survival. All people should be aware that not only do we need to keep our environment the way it is,
we also need to minimise the damage caused by our activities. We are all aware that our everyday actions can have a big
impact on the environment. It is not the responsibility of just the government, or environmental organisations, to clean up
the Earth, but ours, too – and there are many ways that we can help.
Read each of the activities below. Discuss with your partner what you would do next to help minimise
the damage to the natural environment.
(a) Tom and Alicia have just had a picnic. Left on the grass are paper
plates, glass bottles, apple cores and a newspaper they were
reading.
(b) Miss Bird’s Year 6 class were concerned about an area of the
school grounds where the grass and soil was being eroded
away by the students walking on it. They raised money to
conserve the area but were not sure what they should buy.
(c) When Sarah brushes her teeth, she keeps the tap running
and watches herself brushing in the mirror.
(d) Simon was about to go shopping with his mum. He noticed

there was a big container of plastic shopping bags in the
kitchen already.
(e) Nicola, Brad and Sally work together in the city and live quite
close to each other in the suburbs. Sally catches the bus to
work, Brad drives his 4WD wagon and Nicola drives to work in
her hatchback.
(f) Mrs Thompson hates gardening because she says nothing

she plants will grow. She does love to cook though. Mrs
Thompson throws all of the plastic wrappings and food
scraps in the bin.
Make a list of five things you and your family could do at home to help conserve the environment.
(i)
(ii)
(iii)
(iv)
(v)
On a separate sheet of paper, design a poster that will remind other students at your school of ways they can be environmentally
friendly. You can choose one issue or mention a number of ways the students could change their behaviours. Remember to add facts
and be careful with your presentation.
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Earth and Beyond • Pictures and photographs of the natural environment before and after it has been
3.1 Illustrate ways that use
damaged by logging, farming, feral animals and waste; relevant resources for
research into each type of activity.
of the earth’s resources
changes the physical Preparation
environment. • Display posters on walls. Look through newspapers to find current articles
Indicator concerning environmental damage. Particularly look for emotive articles. Try to
strike a balance between reasons for the act and reasons against it.
• Describes situations where
people have altered the • Organise the class so that there are four main working areas. Label each area;
landscape for their needs, ‘Logging’, ‘Farming’, ‘Introduced species’ and ‘Waste’. Place the relevant resources in
such as farming, logging,
each of the areas. Each group will need access to the internet and CD-ROMs about
environmental issues at some stage of the lesson.
waste disposal and
introduced species.
The Lesson
Skills Focus
Stimulus
• Collects data
• Begin the lesson with a discussion. Ask questions such as, ‘How did these activities
• Analyses data begin?’, ‘Why is it only in the past 40 years that we have become so environmentally
• Draws conclusions aware?’, ‘Who is responsible for monitoring the damage?’, ‘Who is responsible for
• Communicates cleaning up the damage?’.
What to Do
• Discuss each of the four main destructive influences on the environment. Show
photos of the natural environment after damage has occurred. Ask the students,
The rapid increase in human which of the four activities is most prevalent in their local area. How do we know
population in the last century this? (Possibly organise an excursion to visit an area that has been affected.)
has resulted in animals being
• Students choose one of the activities to research further. They go to that area and
forced out of their natural
use the resources there to complete the blackline.
environment as people clear
large areas of land for housing, • Come together as a class. Students share their research and any statistics they have
farming, roads and other
discovered.
activities. The actions of people • Ask the students to read the newspaper and watch the news to find out further
have placed parts of our natural information about their topic. Each morning, the students can briefly explain what
environment and resources they have found out.
under threat.
After the Lesson
Through development we have
brought on ourselves problems Answers
such as pollution of the air Teacher check
and waterways. We have also Additional Activities
reduced the areas of forests • Students discuss in groups the ways that science is used in tackling environmental
throughout the world so we can problems such as pollution.
have more farms and timber.
• Students could take part in community recycling of materials.
• Students think globally and research the amount of forest that has been logged in
South America. Use the Internet to discover how the logging and building of dams
has effected the indigenous people of that area.
• Conduct a simple experiment to show the effect of waste disposal by burying an
apple core, lettuce leaf, plastic bag and a piece of styrofoam in a location that will
not be disturbed. Mark the area well and dig the objects up in 6 weeks’ time. What
remains or what has changed?
Display Ideas
• Students use the information they have collected on the blackline to produce an
information poster about the environmental issue they have researched.
• Divide a pin-up board in half. Add the headings ‘Renewable Resources’ and ‘Non-
renewable Resources’. Ask the students to look for pictures in magazines, actual
objects or draw pictures of renewable and non-renewable resources. They can be
attached to the wall. Questions can be added such as ‘What will we do when they run
out?’, ‘How can we make sure we don’t run out?’ or ‘What can you do to conserve
these resources?’.

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Conserving the environment today is a major Choose one of the four m
concern as people come to realise how much ain destructive influences
encyclopaedias, newspa on our environment. Use
damage they have caused in the past. pers and the Internet to books,
research the topic further.
Some damage is beyond repair, other damage Logging
may need hundreds of years before the Clearing of large areas of
old growth forests, cutti
destroys the natural habit ng the timber and trans
environment returns to its natural state. ats of many animals. porting it. Logging
Farming
Clearing of huge areas of
land of all trees to grow
land useless for native pla crops or to keep stock. Th
nts or animals and huma is can make the
ns.
Introduced Species
Non-native plants and an
imals are introduced to a
another species. Conside country accidentally or to
rable damage to native control
wildlife can occur from int
Waste Disposal roduced species.
Humans dispose of many
wastes directly into the
animals in the process. environment, damaging
plants and

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Our Resources
Earth and Beyond • Large juice carton (waxed), overhead transparency, newspaper, earthworms, soil,
3.1 Illustrates ways that the
shredded paper, grass cuttings, vegetable scraps, water, watering jug.
use of the earth’s resources Preparation
changes the physical • Have buckets of soil, paper, food scraps and grass cuttings ready. Depending on the
environment. class, you may wish to have these separated into containers for each group. Organise
Indicator a tray for the compost to be made and stored in over the term. Have measuring
containers ready near a tap so that when the students observe their ‘bins’, each week,
• Recognises the effects of they can add a small amount of water to stop the contents drying out.
human activities on global
• Organise a collection of earthworms.
resources.
• Recognises that
natural resources can The Lesson
be renewable or non-
Stimulus
renewable.
• Ask the students to put up their hand if they were driven to school that day in a car
• Makes a working
or a bus. What makes the bus go? Where does petrol or diesel come from? Will we
compost bin.
always be able to extract oil to make petrol so we can fuel our cars? What happens
Skills Focus when it runs out? How do oil companies and the government limit the amount of
• Analyses text petrol we can buy? (By making it expensive to purchase!) Ask the class to raise their
hands if they think this is a fair way of conserving our natural resources.
• Observes
What to Do
• Records
• Read the information about natural, renewable and non-renewable resources. Have
• Follows a procedure students highlight key facts. Ask the students to complete Questions 1 to 3.
• Read together the information in ‘Make Compost!’
Background Information • Answer Question 4 on the blackline.
Conserving our resources is • Explain to the students that they are going to make compost. Each small group will
a major world issue. Most need an area to work in that is covered in newspaper.
countries have now developed • Nine holes are placed in the container (three on three sides). These can be made with a
programs to educate people pencil or scissors. The fourth side has a window made (see blackline).
about minimising the damage
• Students add layers of soil, shredded paper and vegetables to the juice carton. They
to the natural environment.
finish with soil at the top so that this can be moistened with water over the term.
Recycling of glass bottles and
Note – vegetable scraps that should be avoided are citrus peel (acid) and onion (not
aluminium cans is one way that good for worms).
we can slow down the use of
• Students make their compost and view it through the window each week, recording
non-renewable resources like
their observations. The soil is aired by the students poking the holes with a pencil and
minerals.
moving the contents of the carton around gently.
Soil sustains the plants that give
out the oxygen we breathe.
Plants are also the basis of our After the Lesson
diet. If the condition of the
Answers
soil is poor, the plant swill not
grow. Without vegetation to 1. water, forests and minerals
hold it together, soil is more 2. forests, water, soil and animals
susceptible to wind and water 3. minerals
erosion. Farming can cause a 4. Reduces the amount of rubbish at dumps, recycles soil by making it more fertile,
great deal of damage to soil. adds nutrients, keeps moisture in the soil, feeds worms and prevents erosion.
When the soil is overused, and Additional Activities
paddocks are not given a break
• Students keep detailed records of the changes to the materials in the compost. They
or change of crop, the soil
take note of colour change, smell, when they observe the worms, the layers and
becomes useless. Also, cows
temperature.
and sheep have hard hooves
that damage the soil. Improving
• Prepare a section of the school grounds where the soil is depleted. When the compost
is ready turn it into the soil over a period of time. When appropriate, grow plants or
the condition of soils can begin
vegetables in this area.
on a smaller scale by using
compost. Display Ideas
• Display photographs of the students making their compost bins with explanations of
the procedure. Display the compost bins with explanations written by the students.

ISBN 978-1-925660-55-5
Our Resources
It is very important that we conserve Give three examples of natural resources.
our natural resources. These include
water, forests and minerals. Because
humans are continually using these
natural resources, they are becoming
harder to find.
If we are careful and minimise the
damage to the natural environment, Give four examples of renewable resources.
forests, water, soil and animals are able
to reproduce naturally. These are known (a)
as renewable resources. (b)
Non-renewable resources are those that we must conserve.
Minerals can only ever be extracted and mined once. If the world runs (c)
out of the minerals gas, coal and oil, then our way of life will not exist. In
(d)
order to conserve these precious minerals, they are made more expensive,
showing the consumer that the minerals can run out. Petrol is one Which resources are non-renewable?
example.
Soil
The activities of humans have put the soil on this planet at great risk. The List three advantages of using a compost.
Earth now has large areas of soil that are useless to the environment.
(a)
We can help the process of renewing the fertility of soil and keeping it
alive by making a compost. This is done when plants and animals die (b)
and are broken down by bacteria. The nutrients obtained from the dead
plants and animals help to make the soil more fertile. (c)
Make Compost!
Compost bins are a great way for your family or What to do
your school to help to reduce the amount of rubbish
1. Carefully make three holes in
that is disposed of at refuse sites. They also help to
three sides of the carton.
recycle soil by making it more fertile. Nutrients are
replaced when plant materials are broken down by 2. On the other side, cut out a
the organisms (usually worms) in the soil. Moisture rectangle and stick a section of
is kept in the soil, worms are fed and weeds grow, the overhead transparency to
helping to slow down the erosion process. make a window.
What you need: 3. Fill your container by adding
about three centimetres of soil,
• large juice carton (waxed) • soil
then grass, then food scraps and
• overhead transparency • vegetable scraps repeat until you reach the top.
Make sure you finish with soil!
• yoghurt container • grass clippings
4. Add a little water and two
• clothes peg with a spring • shredded paper worms to the top.
• newspaper • earthworms 5. Watch your compost through
• ruler • water the window! Keep a record of
what you see.

ISBN 978-1-925660-55-5
Can We Fix it?
Lesson Focus Before the lesson
Earth and Beyond • Photos or posters of each activity occurring, resources (books charts, videos)
3.1 Illustrates ways that use Preparation
of the Earth’s resources • Each activity needs to have been discussed prior to or at the beginning of this lesson.
changes the physical
The Lesson
environment.
Stimulus
Indicator
• Show the students photographs or posters of parts of the natural environment that have been
• Describes damage damaged by human activity. If possible, view environmental videos and take notes of human
caused by human intervention and damage.
activities to the natural
environment. What to Do
• Speak to the students about their awareness of the damage being caused to the natural
• Lists why some human
environment. Ask them if they think their parents were this informed when they were at
activities that damage
school.
the environment are
necessary. • We have become so aware because the media and environmental groups have enabled the
general public to see areas of the environment that are being damaged. We read articles in
• Suggests possible
he newspaper or watch the news on television and become involved in issues that might be
methods to decrease
occurring in a different town, State or another country.
the damage human
activities have on the • Look at each of the issues on the blacklines. Briefly discuss each one. Divide the class into
natural environment. groups of about four students and ask them to have a discussion about each issue.
Skills Focus • Each group will list the damage that the activity is causing to the land. For example,
development of housing results in the clearing of land. Animals lose their homes, trees are
• Infers cleared and roads built. The people inhabiting these homes will cause pollution through their
• Formulates hypotheses cars, use of chlorofluorocarbons and by disposing of waste. They will also be using valuable
• Communicates fossil fuels to light and heat their houses, cook their food and heat the water to wash
themselves. However, the world’s population is ever increasing. People need homes to reside in
• Records
and raise their families. Should we leave people homeless or overcrowd existing homes to save
• Draws conclusions sections of the natural environment? (Have groups use resources if necessary.)
• The students in each group discuss ways that we can prevent the damage from occurring or, at
Background Information least, begin to slow down the rate of damage to the environment.
When the Earth’s air, water • The groups come together and share their conclusions about each of the activities and its effect
and soil are damaged on the natural environment.
or polluted, the natural After the Lesson
environment and everything
living in it is affected. Answers
Because of Western living 1. (Possible answers)
standards, it is impossible to Development – See 4th point in ‘What to Do’.
just stop logging, mining and
driving cars. By considering Mining – Large holes dug into natural environment, roads and houses built to accommodate
the damage these actions workers. Damage to wildlife habitats occurs. We need to mine to collect minerals and metals
cause and possible ways to from the ground to make everyday things like window frames, mirrors, coins, cans and
minimise future destruction, computer chips.
we can, at least, slow down Air pollution – Factories and cars contaminate the air with waste gases. People need to be
the processes. Through able to get to work, factories need energy to create their products for us to use.
education about everyday Logging – Trees cleared and sawn up for paper, firewood and furniture. Animals lose their
environmentally friendly homes. Not enough trees are being replanted to keep up with demand. Trees planted aren’t
behaviours and government
native so don’t provide suitable habitat for our native animals.
rulings (such as changing
petrol from leaded to Farming – clearing of the land, overuse of soil, use of pesticides. Clearing of trees allows
unleaded), change has water to rise to surface. This evaporates and leaves salt on the surface, preventing crops from
begun. growing. Need to farm food to sustain life and export it to contribute to economy.
• After listening to the feedback from each group, choose the activity with the most varied
responses. Organise a debate between the groups. Choose which groups will be ‘for’ the
activity and which groups believe the activity should stop.
• Students research environmental groups and organisations.
Display ideas
• Place pictures of the activities affecting the natural environment on display. Students add
written and drawn suggestions to help slow down or stop the damage that activity is causing to
the environment.

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Can We Fix it?
Look at each of the human activities in the pictures. Discuss with your group the harmful effects the
activities have on the natural environment and why they are necessary.
List your findings in the boxes.
• In your group, discuss ways that these problems can be addressed and, if possible, prevented.
Write your ideas in the ‘Can We Fix It?’ box. Continue on the back of this sheet if necessary.

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Assessment
Conservation
(a) What is conservation?

(b) List three things you can do at home to help conserve the environment.
Describe one advantage of creating a compost bin in the back garden at home.

(a) Put a tick (✔) next to the pictures of renewable resources and a cross (✘) next to those that are non-renewable.
(b) What do we need to do to make sure that renewable resources are able to reproduce naturally?

Choose one of the following activities that have a harmful effect on the environment.
Development Mining Vehicle pollution Logging Farming
Describe
• the damage caused
• why the activity is
necessary
• how the problem can be
addressed to minimise the
amount of damage to the
natural environment.

opportunity

• Gives a meaning for ‘conservation’. ❑ ❑
• Suggests ways to conserve the environment in the home. ❑ ❑
• Lists one advantage of using compost. ❑ ❑
• Identifies renewable and non-renewable resources. ❑ ❑
• Discusses an environmental issue in depth and suggests ways to minimise damage. ❑ ❑

ISBN 978-1-925660-55-5
Fibres
Fabrics
Fibre Strength
Display Brief
Fabrics and
Fibres
Linen fabric was first woven in Egyptian times.
Linen mummy cloths (shrouds) have been
identified as being over 4 500 years old. Due
to its natural pH balance, linen is perfect as a
preservation fabric.
One acre of the flax plant will produce
approximately one tonne of linen yarn. categories magnified
fibres
collection materials
fabrics Silk is believed to have been discovered by a
combined properties
textiles Chinese princess. Silk is made from two continuous
fabric raw
filaments cemented together and used to form
clothes textiles fibre samples
the cocoon of the silkworm. Silk culture using
clothing flowchart selected
silkworms began about 1725 BC. The secrets of
hand lens thread
how clothing is made cultivation and fabric manufacturing were closely
knitted woven
weaving guarded by the Chinese for about 3000 years.
knitted There is a story that two monks from Europe
spinning wheel smuggled seeds of the mulberry tree and silkworm
eggs out of China by hiding them in their walking
sticks.
Name:

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Fabrics and Fibres ~ Activity 1
Fibres
Natural and Processed Material • A large collection of fibres should be built up (the students could bring their own),
3.11 Makes connections raw wool, a woollen product (e.g. jumper, beanie) (for stimulus activity).
between the structure of Fibres such as string (jute, nylon), cotton, wool, silk thread etc.
common materials and
Hand lenses (one each is ideal).
their properties.
Good sharp pencils for detailed drawing.
Indicator
Preparation
• Observes a variety of
fibres and describes their • Place a variety of different fibres into trays, preferably enough for one per
properties. student. Organise the students into small groups.
Skills Focus Note: A few days before the lesson, ask the students to bring some spare samples
of fibres from home.
• Observes
• Records
• Communicates The Lesson
• Infers Stimulus
• Works with others • Show the students a sample of raw wool. Let them feel the wool and note that
it is quite greasy. Ask the students what they think happens to wool to get from
Background Information this stage to being an item of clothing such as a jumper. Let the students make
predictions. Draw a flowchart on the board to show their ideas that may include
Fibres are a fine thread-like
cleaning, spinning, weaving, dyeing and knitting.
material that can be natural or
synthetic. What to Do
The twisting of several fibres • Discuss the term ‘fibre’ and what it means. Show examples.
together is called ‘plying’ the • It is important that students be provided a ‘free-play’ time to get rid of excess
yarn. This is done by twisting excitement related to the new materials.
the threads in opposite • Distribute the trays of fibres to each group. Ask students to identify individual
directions in a similar way fibres.
to spinning. This twisting of
• The students study the fibres and describe them in Question 1.
the fibres makes the threads
stronger. Some threads are • In Question 2, the students look closely at the fibres. Allow the students to
described as being ‘2-ply’ or unravel their fibres and study the strands with their hand lenses. The students
‘3-ply’, meaning two or three draw and describe the fibres.
of the same thread are twisted • Finally, each group discusses uses of fibres. The main use is for weaving into
together to make it stronger. fabrics to make clothes. Complete Question 3.
After the Lesson

Answers
Answers will vary
• Fibres could be glued onto paper next to a magnified drawing.
• The students can place fibres in order of thickness.
• Students can create their own flow chart on A3 paper showing how sheep’s wool
becomes a knitted jumper. Further research will need to occur to ensure that all of
the steps have been covered.
Display Ideas
• The students can study all of the fibres used in the activity and group them into
chosen categories. The fibres can be stuck on coloured card and displayed.

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Fibres
Fibres are a fine thread-like material that can be natural – such as wool, silk and
cotton – or synthetic (human made) – such as string, rope and acrylic.
Use the collection of fibres to complete this table.
Use a hand lens to study four fibres in close detail. Draw what you see in the lens and describe what each fibre looks like.
Discuss the uses of fibres with members of your group. List the uses below.

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Fabrics
Natural and Processed Material • A large collection of fabrics (the students can bring their own) such as types of
3.11 Makes connections sewing cloth, canvas, nylon tarps, pantihose, carpet etc., good sharp pencils for
between the structure of detailed drawing, hand lenses (one each is ideal), examples of different clothing
common materials and (e.g. denim, cotton, woollen jumper etc.) (optional)
their properties. Preparation
Indicators • Place a variety of different fabrics into trays. Organise the students into small
• Observes a variety of groups. Note: A few days before the lesson, ask the students to bring spare
fabrics and describes their samples of fabrics from home.
properties.
Skills Focus
The Lesson
• Observes
Stimulus
• Records
• Ask the students to think about the clothes they wear. Make a list on the board of
• Communicates
the different kinds of materials their clothes are made from; for example, wool,
• Infers cotton, polyester, nylon, denim, silk and satin.
• Works with others What to Do
• Ask the students to look closely at the top or shirt they are wearing. What do they
Background Information see? The students will notice that they see a ‘crisscross’ pattern. Discuss that the
Fabrics are made of woven ‘pattern’ is very fine threads (fibres) woven together. Discuss terms ‘warp’ and
fibres. Fabrics can be made ‘weft’ threads. Discuss the term ‘fabric’ and its meaning.
from natural fibres such as • It is important that the students be provided a ‘free-play’ time to get rid of excess
cotton, silk or wool, or synthetic excitement related to the new materials.
fibres such as nylon or polyester. • Students study the fabrics and describe them.
Fabrics can have many different • In Question 2, the students look closely at the fabrics and analyse how the warp
properties. For example: a silk and weft fabrics work together. Using hand lenses, the students study, draw and
dress is light and cool; nylon record their findings.
clothes dry easily; woollen
• Each group discusses uses of fabrics. The main use of woven fabrics is for making
clothes are warm and feel very
clothes. Complete Question 3.
comfortable; and denim is
heavy and hard-wearing.
Weaving is the interlacing of
After the Lesson
two sets of yarn on a loom.
The lengthwise set is called the Answers
‘warp’ and the crosswise set is Answers will vary
called the ‘weft’. Additional Activities
The performance of a fabric • The students choose one type of fabric and use reference books and the Internet
depends on its use. Not all to research where it comes from, how it is made and what it is used for. The
fabrics are made for strength; students create an information page with diagrams, pictures and (if possible) a
some are made to have a small sample of the material. The information pages can be bound together to
limited strength only. make a class book. The book can be read by the students and shared with other
classes.
Display Ideas
• On a display board, attach samples of different types of fabrics. The students label
the fabrics and look through magazines or draw examples of clothing that are
created from that fabric. These pictures are attached, and labelled, next to the
original fabric.

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Fabrics
Fabrics are cloths made of fibres woven together. Some fabrics are made from natural fibres such as cotton, silk or wool.
Some fabrics are made from synthetics (human-made) fibres such as nylon and polyester. Fabrics can be warm or cool,
hard-wearing or dry easily.
Use your collection of fabrics to complete this table.
Use a hand lens to study four fabrics in close detail. Draw what you see in the lens and describe what each fabric looks like.
Discuss the uses of fabrics with the members of your group. List the uses below.

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Fibre Strength

Natural and Processed Material • Posters, charts, books about fibres, fabrics and textile processes, a bucket, two sets of
four different fibres/threads (include synthetic and natural), collection of weights (all the
3.11 Makes connections
same weight and which will fit in a bucket — books, rocks, tins etc.), plastic or rubber
between the structure of gloves, hand lenses (one each preferably).
Preparation
their properties.
• Prepare trays of the different fibres, a bucket, weights, gloves and hand-lenses for each
Indicator table.
• Designs a simple test to • Organise the students into small groups.
assess the strength of
different fibres. The Lesson
• Evaluates his/her test. Stimulus
Skills Focus • Discuss the posters, charts or books on the topics; fibres, fabrics and textile processes.
• Conducts a simple test
Develop a simple flowchart on the board to show how the fibre develops from a plant/
animal or synthetic material to a thread and then into a fabric.
• Measures
• Ask the students to think about clothes that they wear that tear easily or get holes in
• Records them. What about other materials that rip easily? Make a list.
• Predicts What to Do
• Analyses data • Discuss how fibres are twisted and woven to become fabrics. Complete the flowchart in
Question 1.
• Distribute the materials to the students. Each group chooses four fibres to test and
draws and labels them. (Use hand lenses to draw in detail warp and weft threads.)
Fibres are the basis of all fabrics.
• The students predict the order of strength of the fibres and fill in the prediction column
Some fibres occur naturally and on the table. Fibres can be ordered from 1 = strongest to 4 = weakest.
come from plants (e.g. flax,
• Students tie the fibres to the handle of the bucket and add the weights until the fibres
linen, cotton) and animals (e.g.
break.
sheep – wool, silkworms – silk).
Safety
Most natural fibres have been
used throughout history to • The students holding the ends of the fibres need to be wearing gloves to avoid any
make cloth. We use the fibres of chafing or burning. Ensure a bucket falls only onto table height.
over 2 000 plant species. • Each fibre is tested twice under the same conditions. The number of weights added
Linen is stronger when wet than increases until each fibre breaks. (Some fibres may not break – these will be rated as
when dry. During weaving, the strength 1.)
environment must always be • The students discuss and evaluate their experiment, recording their ideas in Question 3.
warm and humid to ensure the
yarn is at its strongest during After the Lesson
manufacture. Linen is also, Answers
therefore, stronger when being 1. Flow chart
washed, resulting in greater
longevity than, for example,
cotton.
Modern technology and science
has also seen the production of
human-made fibres by chemical 2. – 3. Teacher check
and technical means, (e.g. Additional Activities
nylon, polyester, acrylic). Today, • Another way to test the strength of a fibre is to test its resistance to abrasion. Using a
these manufactured fabrics block of wood, the students hold a number of the fibres together and rub them up and
make up more than two-thirds down the wood. Eventually, the thread will begin to wear away or begin pilling.
of fabrics produced. • Create a class list showing the various strengths of all the fibres tested.
• Graph the final result creating graphs for both individual groups and the whole class.
Display Ideas
• Students create a display table. The fibres are placed on the table and next to them are
the information cards. The students can describe the thread (synthetic/natural) and write
its ‘strength’ rating. The information is glued onto coloured card and the card is folded so
that it stands up next to the thread.

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Fibre Strength
Use this flow chart to show how fabrics are formed from fibres. Write the process on the arrows.
Investigation
strength.
Conduct a test for fibre
e
Materials You Can Us Test of Fabric Strength
• different fibres (a) Describe your test. (Ensure that it is a fair test with all conditions the same for each
handle fibre tested. Each fibre should be tested twice.)
• plastic bucket with
s)
• small weights (rock

(b) Draw and label your selected fibres.
(c) Table of results
Evaluation
(a) How successful was the test?

(b) Which types of fibres were the stronger, synthetic or natural?
ISBN 978-1-925660-55-5
Design Brief

Natural and Processed Material • Art paper, materials to make colourful posters, reference books, Internet access.
3.11 Makes connections Preparation
between the structure of
• Decide if the students will be working individually, in pairs or in small groups.
Organise an area where the posters can be displayed for the whole school, such as
their properties.
the assembly room, library or foyer.
Indicator
• Uses knowledge of fabrics
and fibres to create an The Lesson
information poster.
Stimulus
Skills Focus
• Inform the students that they will be making posters using their knowledge of the
• Collects data topic. The posters will be displayed in the school.
• Classifies What to Do
• Observes • The students work in pairs, small groups or individually to create their posters.
• Communicates • Students use their knowledge and the blacklines from the previous three activities,
• Formulates hypotheses along with reference books and the Internet to collect information for their
poster.
Background Information • Students sketch a design plan of their poster.
(See pages 42, 46, 48.) • Students use the checklist to ensure that all aspects have been incorporated into
their poster.
• The final posters are checked by the teacher and the student.
• The posters are displayed for all students.
After the Lesson

Answers
Teacher check
• Students can evaluate their posters by completing a ‘self-assessment’ proforma
designed by the teacher. During a student-teacher conference, the teacher can
assess the student’s knowledge of the topic.
• If the class agrees, student’s can assess other students’ posters using criteria
provided by the teacher.
Display Ideas
• Arrange a display of the projects in the library.
• The students can present their projects orally to the class or school assembly.

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Design Brief
As you design your display, tick off the checklist:
Topic: Fabrics and Fibres
Fibres Fabrics
Design Brief: Design an educational
display about four fabrics samples
and four fibres. magnified drawings
Materials: four samples of fibres strength
four samples of fabrics natural/synthetic
glue, pencils, properties (softness, flexibility)
magazines
uses
reference books
Internet access how it is made
Important Terms:
fibres properties knitted thread material fabrics woven combine draw
Design sketch

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Assessment
Fabrics and Fibres
(a) What is a fibre?

(b) What is a fabric?

How does a fibre become a fabric? (Include the steps.)
List two fabrics that are:

(a) synthetic
(b) natural
Choose two fabrics and two fibres and list uses for each.
• fibre 1 :
• fibre 2 :
• fabric 1 :
• fabric 2 :
Jo and Katrina wanted to hang a heavy picture on the wall. The hook was in the wall and two nails were
on the back of the picture. Jo found a box of different threads in the shed. Describe a test that Jo and
Katrina could conduct to choose the right thread to hang the picture.

opportunity

• Gives a meaning for ‘fibres’ and ‘fabrics’. ❑ ❑
• Identifies how a fibre becomes a fabric. ❑ ❑
• Lists examples of natural and synthetic fabrics. ❑ ❑
• Lists uses of fabrics and fibres. ❑ ❑
• Describes an experiment to test the strength of fibres. ❑ ❑
ISBN 978-1-925660-55-5
Mixing Mystery Powders
Just Add Vinegar!
Turning up the Heat!
Making Sherbet
Mystery Powders
bubble bomb baking powder liquids

changes mixes
baking soda science WARNING chemical reaction odour
mystery powders science All substances used in these experiments are safe
but care should always be taken. cloudy powder
dissolve salt
• Never taste a chemical if you don’t know what it is.
• Heating chemicals may give off poisonous gases. experiment separates
• Mixing some chemicals with liquids can cause explosions or filter sinks
gases to be given off. fizzes solids
• Check the use of substances before doing any experiments floats solution
on your own, as it could be dangerous.
flour starch
• Matches need to be used correctly (lit away from the body)
and extinguished properly. gases sugar
• Candle wax can burn and drip so provide a suitable and grains undissolved
sturdy holder. icing sugar
Name:

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Mystery Powders ~ Activity 1
Natural and Processed Materials • Materials for each group:
3.10 Demonstrates how the 4 jars with lids, magnifying lens, 4 white powders (e.g. flour, bicarbonate of soda, icing sugar,
talcum powder; refer to page 82), teaspoons, water, jug, 4 clean jars labelled A-D, 4 squares of
performance of common dark card labelled A – D, toothpicks.
materials is altered by
• Materials for the stimulus:
combining them with
Coffee, sand, salt, starch (place these on saucers), 4 glasses, water, spoons.
other materials.
Preparation
Indicator • The following three activities on pages 52 – 57 are designed to follow on in the investigation
• Investigates physical of mystery powders. They can, however, be used in isolation. Each should take about 60
and chemical changes minutes to carry out. Jars need to be collected and labelled to enable small groups to work
at the experiments. The mystery powders will need to be renewed for each lesson (about 1
in properties of mystery
tablespoon per jar). Label the jars A – D for each group. (Hint: Write down the order of the
powders when water is actual powders they have used for future checking.)
added.
• Display a variety of substances (e.g. sand, coffee, sugar, salt, starch) on saucers or in glass jars.
• Measures Discuss with the class their physical characteristics (colour, shape, size, odour, state etc.).
• Records • Place an equal amount of each substance into each glass. Add equal amounts of water. Discuss
• Communicates what happens. Now stir (students may help) to see which substances dissolve and which don’t.
Allow mixtures to settle slightly. Discuss and compare results. What does ‘dissolve’ mean?
• Predicts Discuss and find examples. Which substances were most dissolvable both before and after
• Follows a procedure stirring?
What to Do
• Each group will be given four jars, labelled A – D each with a different white powder. (Explain
Background Information how we hope to work out what these mystery powders are by testing them over several
A physical change occurs when lessons.)
the appearance of matter • Emphasis should be made on care when handling mystery powders as we don’t know what they
changes (e.g. in size, shape, are and some may be dangerous, especially when we use our different senses. Hands must be
washed after contact with a powder and powders should not be placed too close to the students
colour, odour, hardness or in
mouth, nose or eyes.
state such as solid, liquid or
• Students mark four circles on the squares of dark card and label them (A – D).
gas).
• Place a small amount of each test powder onto the dark card, matching the labels.
A chemical change occurs when
• Use a toothpick and magnifying glass to closely examine each powder. (Remember to keep
new kinds of matter are formed. them in the same order as the jars.) Ask the students: Are the powders alike? How are they
This may include the production different? Do they have an odour or feel the same? Record what they look like (grainy, fine
or use of energy such as heat etc.), smell like (perfumed etc.) and feel like (smooth, silky, gritty etc.) on the blackline. (Wash
or light, the new production of hands or wipe hands if necessary and discard all powders into a bin or bag.) Can you guess
what they are?
a gas or solid, or a change in
colour. • Next, place an equal amount of each powder into the four clean, labelled jars. (Remember to
match the powder to the same labelled clean jars.)
The mystery powders in • Place water into jar A and stir. Record the result. Repeat until all four powders are observed
these activities have different and recorded. (Ensure an equal amount of water is used for each powder.)
chemical reactions and physical • Ask the students: Did each powder mix with water? What happens to the powder when water
properties even though they are is added? Did any powders disappear? Where did they go? What would happen if more water
all white. Some will not react was added? Would it make any difference? Revise the term ‘dissolve’.
with a substance other than • Have students predict what they think the mystery powder is.
creating the physical change of
getting wet. Others will change After the Lesson
dramatically with obvious Answers
chemical reactions. Refer to Refer to page 82.
page 82 for further information. Additional Activities
• Try alternative powders (e.g. custard powder, cornflour, milk powder, artificial sweetener,
sugar, baking powder, salt).
• Give each student a small amount of plaster of Paris already presented in a plastic bag. (Twice
the amount of plaster to water e.g. 1/2 cup plaster to 1/4 cup water.) Add the water carefully
to each bag and add a twist tie. Have students gently mix and mould it into a shape and leave
for 10–20 minutes. Feel the bag. Is it warm or cool? After 30–40 minutes, remove the hard
plaster from bag. Discuss any physical and chemical changes. Why was the bag warm?
Display Ideas
• Take photos of the students investigating the mystery powders. Mount onto a pin-up board
with captions written by students.
ISBN 978-1-925660-55-5
Record your findings about each mystery powder under the headings in the table.

ISBN 978-1-925660-55-5
Just Add Vinegar!

Natural and Processed Materials • For each group:
3.10 Demonstrates how the 4 jars (labelled A – D) with lids containing the same mystery powders from previous
performance of common lesson, teaspoons, vinegar, eye-dropper, 4 clean jars, labelled A – D.
materials is altered by • For stimulus – Health salts (that will fizz), 2 glasses, water, spoon, vinegar.
combining them with Preparation
other materials.
• Check jars have enough powder from previous lesson and refill if necessary. (Keep to
Indicator the correct order, A – D.)
• Investigates physical and • Check equipment to be used is clean and there is enough for each group.
chemical properties of the
• For stimulus, collect a ‘health’ salt that will fizz when water is added.
mystery powders when
vinegar is added.
• Measures • Revise the term ‘dissolve’ and what it means. Discuss substances and reactions from
previous lessons.
• Records
• Demonstrate a new white powder for the students to examine and discuss. This
• Communicates time add water and note how it fizzes and dissolves. What happens when vinegar is
• Predicts added?
• Follows a procedure What to Do
• Explain they are using the same mystery powders as before in the jars labelled
Background Information A – D.
All powders will change in • Place the same amount of each substance into the clean labelled jars. (Remember to
some way. An observable
match the labels with the same powder.)
physical change may include, • Before they mix the powders with vinegar, students predict what they think will
for example, appearance or happen and record on the blackline.
disappearance of colour while • Add several drops of vinegar (the same amount to each powder) to the first powder.
still retaining its original form. Observe and record any changes. (Fizzes, dissolves, bubbles, no change etc.)
A chemical change is when • Repeat for the remaining powders (observing and recording one at a time).
a substance undergoes an • Discuss what happened when vinegar was added. Did all the powders react the same?
irreversible change; for example Were their predictions correct? How were they different? Do you have any clues from
when photographic film is this information to guess the mystery powders? Record students guesses. Are they
exposed to light. Some clues different from the last experiment? (page 53 blackline)
could be bubbling, smoke, a
strong smell or a sizzling sound.
After the Lesson
A solution is when one
Answers
substance mixes with another
and dissolves. Refer to page 82.
Examples or reactions when Additional Activities
vinegar is added: • Make a bubbling volcano.
baking powder – fizzes – Collect sand in a large tray. Mould and shape into a mound like a volcano by adding
chemical water.
flour – no change – physical Press a small can or jar into its centre. Put 1 teaspoon of baking soda in the can.
icing sugar – dissolves – In a jug or container mix some red food colouring with some vinegar.
solution, chemical Slowly pour the vinegar mix into the baking soda and watch the volcano erupt! (The
bicarb of soda – fizzes – more mixture used the larger the eruption will be.)
chemical • Bouncing eggs
talcum powder – no change – Give an egg an acid bath by placing a hard-boiled egg in a jar of vinegar. Gently set
physical the egg in the jar. Pour in enough vinegar to cover it. Close the lid. Observe what
happens to the shell. Check the egg in 4 – 5 hours and every hour after that. Remove
the egg when the shell is soft. Students can show their friends how to bounce an egg!
Display Ideas
• Take photos of the students working with the vinegar and add to the previous
display, along with captions.

ISBN 978-1-925660-55-5
Just Add Vinegar!

ISBN 978-1-925660-55-5
Natural and Processed Materials • The same four samples in jars labelled A – D as used in previous lessons, candles,
candleholders, matches (teacher only), aluminium foil, metal lids or small aluminium
3.10 Demonstrates how the
pie plates, spoons, clothes pegs or tongs, an aluminium tray or heatproof dish. Adult
performance of common
helpers could assist with supervision.
materials is altered by
Preparation
combining them with
other materials. • Beforehand, students can make four little cups for each group using aluminium foil if
metal lids or trays are not available.
Indicator
• Collect candles and make sure they are secure in a holder or drip a little wax from a lit
• Investigates physical and candle into an aluminium foil tray and set the candle in the wax before it cools.
chemical changes in the
• Think about the safety issues of chemical mixtures and heating. Decide on who will light
properties of mystery
the candles (teacher only or selected students from each group). Matches can be safe
powders when they are
if used correctly. When lighting the candles, ensure the match is put out properly when
heated. finished. Demonstrate how to light a match by striking it away from you.
Skills Focus
• Observes
The Lesson
• Measures
Stimulus
• Records • Explain the dangers of using heat on chemicals as they can give off odours or gases.
• Communicates (The powders listed for this activity are safe.) Discuss the safety issues involved with
• Predicts using candles.
• Follows a procedure What to Do
• Revise the reactions of the four mystery powders so far to water and vinegar. How are
they the same or different?
• Ask students what they think will happen when heat is added to the powders. Record
Heating or cooking substances these predictions on the blackline.
can cause a chemical change to
• Place powder from the jar A into a foil cup (or metal lid).
occur. The substances can break
• Attach a clothes peg or tongs to the cup as a handle.
down completely and change
into something else. This is a • Light the candle. Hold the foil cup over the flame with the clothes peg or tongs.
permanent change and can not • Ask students what changes they notice. Keep heating until there are no more changes
be reversed. in the powder.
Heat can turn sugar brown • Place the foil cup in the aluminium tray and record the changes.
then black; icing sugar will turn • Repeat the process with the other powders, B – D. How did the powders change? Was
to a liquid when heated and there any odour or gas given off?
then turn brown like toffee. • Can the students guess the powders now? Discuss the results for each powder and
Bicarbonate of soda and talcum finally reveal the mystery powders. How close were the students’ guesses? What clues
powder don’t change at all were obvious? Which one tricked easily?
when heated.
After the Lesson

• Make a cake. What liquids did you use? How did they change? What are the air bubbles
in the cake when it is cooked? (Carbon dioxide)
• Make bread – Mix 2 tablespoons of dried yeast with 1 teaspoon of sugar and a cup of
warm (not hot) water. Leave this mixture until it starts to froth and bubble. Mix
500 g of flour, 2 tablespoons of castor sugar, 2 teaspoons of salt and 25 g of butter
in a large bowl. Add the yeast mixture and stir in some warm water to make a dough.
Place the dough on a floured board and knead it. Rinse, dry and lightly oil the large
bowl and place the dough in it. Leave in a warm place for a few hours. Watch it rise!
When it has finished take the dough out and knead it again until it is firm. Mould into
loaf shapes. Place on a lightly oiled tray, sprinkle with water and flour. Cover with wrap
and let them rise again. Cook for 30–40 minutes in 220 ºC oven (remove wrap first).
Display Ideas
• Take photos of the students heating mystery powders and add to the previous display,
along with captions. Some of the blacklines and/or written reports by the students
about the three experiments could also be displayed.

ISBN 978-1-925660-55-5
The mystery powders were …
A C
B D
ISBN 978-1-925660-55-5
Making Sherbet
Natural and Processed Materials • Paper cups (1 per student), bicarbonate of soda, citric acid, icing sugar, teaspoons
3.10 Demonstrates how the or teaspoon measures, popsticks, ‘fizzy’ lollies (and packaging).
performance of common Preparation
materials is altered by • Have recipe sheets prepared for each group.
combining them with other
• Have enough ingredients for students to share in small groups.
materials.
• Have containers (e.g. plastic bowls) for children to empty cup contents if
Indicator
necessary.
• Follows a procedure
• Copy recipe onto board.
to make sherbet and
investigates which Recipe: (Per student per paper cup.)
powders cause a reaction. 1
/4 teaspoon bicarbonate of soda
Skills Focus 1
/2 teaspoon citric acid
• Observes 3 teaspoons icing sugar
• Measures
• Records The Lesson
• Communicates Stimulus
• Predicts • Give each child a ‘Fruit Tingle’ or similar lolly that makes a ‘fizzy’ reaction in their
• Follows a procedure mouths. Ask students to describe the taste and sensation caused by the lolly.
Read any labels of ingredients on the pack and discuss which parts may cause this
Background Information ‘tingling’.
When the bicarbonate of soda What to Do
and the citric acid dissolve in our • Using the recipe and ingredients, each small group will make sherbet.
mouths the following reaction • Allocate a paper cup to each student and organise in small groups around the
occurs: ingredients.
Citric acid + bicarbonate of • Each student follows the recipe individually, placing the measured ingredients into
soda + water (saliva) = fizz and his/her cup.
bubbles (carbon dioxide gas). • Stir ingredients with popstick or spoon.
This is a chemical reaction.
• Students record how they made sherbet and describe what it tastes like, smells
like, looks like etc. on the blackline.
• Ask students which ingredients they think causes the ‘fizzy’ sensation.
• Students eat the rest or empty the sherbet from the paper cup.
• Experiment with the ingredients to see if they can make a better sherbet.
• Students record their changes and the results. Were they better? What did they
change? Why? What were they trying to improve?
After the Lesson

Answers
Teacher check
• For a more extensive recipe for sherbet, try mixing 3 cups of icing sugar in a large
plastic bag. Add a few drops of colour, seal the top and shake vigorously until the
sugar is evenly coloured. Place in a large bowl. Place Fruit Tingle lollies or any
sweet with a fizzy taste into a food processor or blender and finely chop. Add to
Safety Note the icing sugar with 1/4 teaspoon each of baking soda, cream of tartar and citric
Strict hygiene must be acid. Mix well until the ingredients are evenly spread. Spoon into individual bags.
observed as the final Add a licorice straw to suck up the mixture. Tie with a ribbon. Makes about 10
product is eaten. parcels. Enjoy!
Display Ideas
• Display the blacklines for the students to read and compare with their own
results.
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Making Sherbet

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Assessment
Mystery Powders
What does the term ‘dissolve’ mean?

Choose two powders you used in the experiments and complete the table below.

opportunity
• Explains the term ‘dissolve’. ❑ ❑
• Describe changes in the properties of two powders when water,
vinegar and heat are applied. ❑ ❑

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Reflection
Refraction
Pinhole Camera
Animation
Light and
Animation
animation animation mirror

light characters pinhole camera
The earliest mirrors were made of highly polished focus rays
convex lens
metal. The Romans used bronze mirrors.
convex lens images reflection
Road signs have thousands of tiny glass beads
cameras in them so they reflect back into your eyes when light refraction
pinhole camera headlights shine on them.
light reflection AMBULANCE letters are often back to front so drivers
light refraction of other vehicles can identify them in their rear-view
moving pictures mirrors.
The sun is 150 million kilometres away from the Earth
but it takes only 8 minutes for its light to reach us.
Name:

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Reflection
Light and Animation ~ Activity 1

Energy and Change • Shiny objects; e.g. different-sized spoons, metal cylinders, aluminium foil, metal lids
etc.; torch.
3.5 Design and describe ways
of enabling or impeding the • Each group needs – 2 mirrors (preferably backed with wood so they can stand up), a
transfer of energy large shiny metal spoon, a small object to reflect (toy, block), a protractor
Indicator Preparation
• Organise students into small groups (2 – 3) with required equipment.
• Investigates the reflection
of light using a variety of
materials The Lesson
• Conducts simple tests with Stimulus
mirrors to investigate light- • Hand out a variety of shiny materials. Students investigate their reflections in each of
reflected images the materials.
Skills Focus • Slightly darken the classroom and shine a torch beam at an angle onto each of the
• Investigates materials. Observe the angle of the light from the torch and the angle of reflection
from the surface and discuss results (the angle which light strikes a mirror is always
• Observes
the same as the light reflected). Which surfaces reflect the best?
• Records
What to Do
• Presents data
• Divide students into small groups of two or three. Each group will need 2 mirrors, a
• Conducts simple tests small object to reflect and a large shiny spoon.
• Have students look at their reflection in the front of the spoon and record what it is
Background information like on the sheet. (The concave surface will produce a larger image. The image is also
Without light we could see nothing upside-down as the light from the top of the head is reflected from the bottom of
at all. The amount of light reflected the spoon and so on.) Discuss the results.
from an object depends on the • Have students look at their reflection in the back of the spoon and record what it is
surface of the object. The darker like on the sheet. (Because of the convex surface, a smaller image will be produced.)
and duller the material, the more • Have students view their own reflections in a mirror. What can they see? Move the
light it absorbs and the less light it mirror closer and further away from their face. What happens to the image? (Closer
reflects. Silver is the best reflector, gets larger, further away gets smaller.)
reflecting about 96% of light and
• As a group have students explore ways to produce the following images using two
absorbing 4%.
mirrors and the small object or their faces for reflection. Record their findings on
Light is reflected off a surface such the blackline and draw how the mirrors were positioned to solve the task. Discuss
as a mirror at exactly the same results.
angle as it hits the mirror. Curved
mirrors produce very different Safety: Precautions are necessary when dealing with mirrors as they can break if
images from those in a flat mirror. dropped
Concave mirrors make the image
appear larger. Convex mirrors
produce a smaller image than the After the Lesson
one you would see in a flat mirror. Answers
The first mirror was probably a pool 1. Refer to instructions above.
of water. For example, the Greek 2. All these effects can be produced by standing the mirrors next to each other and
myth tells of a young man called moving the outer edges slightly. Decreasing the angle between the mirrors increases
Narcissus who grew so fond of his the number of reflections –
own reflection that he fell into the
(a) Mirrors held at 90º give two images
water and drowned. The Romans
were thought to be the first to (b) Mirrors held at 60º give three images
produce glass mirrors. There are (c) Parallel mirrors give infinite images
many examples of natural and man- (d) Mirrors held apart but angled to face each other in opposing corners, act like a
made mirrors in our environment. periscope
Dishes, doorknobs and windows Additional Activities
all produce mirror-like reflections.
• Design and make a periscope or kaleidoscope.
When we stand in between two
parallel mirrors such as in a hotel • Design a coded message that can only be read using a mirror.
lobby or shopping centre, our • In maths use mirrors to complete symmetrical images. Which letters and numbers
image appears to be standing in are symmetrical? Check using mirrors.
a series of rooms that go on forever. Display Ideas
• Have students use black pen or pencil to contour draw their own reflection. Mount
and display.

ISBN 978-1-925660-55-5
Reflection
Study the reflection of your face in the spoon. Draw and explain what you see.
front
back
Complete the following tasks and record your results.
Find a way to make an

object produce two images.

object produce three
images.

object produce infinite
images.
∞
Find a way to see over an
object taller than you or
above from eye level.

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Refraction
Light and Animation – Activity 2
Before the Lesson

Lesson Focus
Materials Needed
Outcomes
• Pencil, glass, coin, jug of water, cup, torch, masking tape, scissors, skewer, paper towel, access to an
Energy and Change aquarium of water, black felt pen or paint
3.5 Design and describe Preparation
ways of enabling or • Prepare room to be darkened by blocking out the majority of window light.
impeding the transfer of • Prepare torch/torches that have been taped over, leaving a small hole in the centre for a thin beam of
energy light to shine through. Paint black.
Indicator • Arrange stations with aquariums full of water and taped torches (optional).
• Organise students into small groups.
• Identifies that light
rays bend or change
The Lesson
direction through water
Stimulus
(refraction).
• In a darkened room, use the torch covered in masking tape layers (painted black) leaving only a small
Skills Focus hole in the centre to allow a thin beam of light to shine through (or make a hole with a skewer).
• Infers Discuss the shape of the beam as it bounces off different surfaces around the room. (For example, off
walls, through water, through glass etc.) Does it travel in a straight line, or does it bend?
• Observes
• Use the aquarium full of water and shine the light at different angles into the water. Discuss what
• Records they see. Why do they think the beam of light ‘bends’ when it touches the water? Explain the term
refraction and how light slows down when it passes through water so we see it as bending. If a
• Presents data number of aquariums are available have them set up around the room with taped torches for students
• Conducts simple tests to experiment themselves.
What to Do
Background Information • Move into small groups. Each group will need a glass, a jug of water, a pencil, a cup, a coin and paper
towel (for any water spillage).
Light travels fast and in a • Have students place a pencil in a glass about 3/4 full of water. Record their observations after looking at
straight line. However, light it from different angles.
travels through different • Hold the pencil straight in the glass. What does it look like from a bird’s eye view (looking directly
substances at different down at it)? (Below the water level it looks slightly larger.) What does it look like from the side?
speeds. It travels more slowly (Magnified almost double in size below water.) (Question 1a)
through water than air. As the • Now leave the pencil at an angle. What does it look like from above? (Little change.) What does it
look like at an angle? (Magnified below the water, broken in two at the water level—the light rays are
light travels from one medium being bent when they move through the water—refraction.) (Question 1b)
to the other, it slows down
• Discuss observations with the class.
and changes direction slightly.
• Now carefully lift the glass so it is at arms-length, just above your head, so you have to look up. What
This is known as refraction. can you see? Record results. (The surface acts like a mirror and pencil looks bent.)
Refraction makes an object • Have students put the coin into the cup and put the cup on the table in front of them. Have one person
such as a straw appear to move the cup away until the rim of the cup hides the coin. Have that person stay still while another
bend where the two mediums group member slowly pours water into the cup (about 3/4 full). What can that person see? (The coin
should magically reappear. This happens because the water bends the light (refracts) from the coin
– air and water – meet. A
over the rim of the cup and into your eyes.) Allow each group member to try the trick. (Replace the
mirage in the desert is caused water carefully in the jug each time.) Discuss findings with the class and the reasons for this result.
by the hot air bending the Have students record their observations. (Question 2 and Question 3)
sunlight and making it look
like there are pools of water After the Lesson
on the ground in the distance. Answers
1. (a) straight pencil–(i) below water line slightly larger (ii) almost twice the size
(b) angled pencil–(i) little change (ii) magnified below water level, broken in two at water level
(c) surface acts like a mirror and pencil looks bent
2. Suggested explanations
(a) No water in the cup so light travels in a straight line from the cup to your eyes.
(b) When water was added to the cup the light rays were bent (refracted) by the water. The angle
became great enough to allow light reflected from the coin to travel to your eyes.
3. Possible answer. Light travels slower through water than air and changes direction, making objects
look bent (refraction).
• Investigate the use of concave and convex lenses and how each affects the bending of light rays. Look
at print through each lens.
• Research different types of lenses; e.g. those used in glasses, binoculars, cameras, telescopes,
microscopes, watches, headlights of vehicles, periscopes, magnifiers etc.
Display Ideas
• Students develop charts describing what happens when light hits water and hang in the classroom or
school library.

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Refraction
Hold a pencil in a glass of water. Record your observations below.
(a) Holding pencil straight.
(b) Holding pencil at an angle.
(c)
Explain what is happening in each diagram.
Explain why you think light bends as it enters water.

ISBN 978-1-925660-55-5
Pinhole Camera
Energy and Change • A variety of cameras or pictures of cameras from early to modern film cameras
3.5 Designs and describes through to digital types, cardboard tubes (e.g. paper tower roll), cardboard
ways of enabling or tubes with smaller diameter (e.g. foil roll), 5 cm2 aluminium foil, sticky tape
impeding the transfer of (transparent but not gloss), 5 cm2 greaseproof paper, rubber bands, small pins or
energy needles.
• Understands the • Ask students to bring in pictures or examples of different cameras. (Do not allow
principles of and students to bring in expensive equipment.)
constructs a pinhole • Organise the materials onto trays for each group. (Students can help with the
camera. collection of these from home prior to lesson.)
Skills Focus
• Follows a procedure
The Lesson
• Observes
Stimulus
• Records
• Look at a variety of cameras and pictures of cameras and discuss and explore
• Infers
the ways in which they work. (The lens in the camera is convex. It magnifies and
• Draws conclusions directs light rays inwards so all light comes together at one point. The lens brings
• Conducts simple tests light to a focus on the film to form a clear image there.)
What to Do
Background Information • Divide students into small groups and hand out materials.
The pinhole camera is • Students follow the procedure on the blackline for making a pinhole camera.
probably the oldest and • Students test their cameras and record their results (Questions 1 and 2).
simplest form of camera,
• Discuss Question 3 in relation to their camera views. Explain how the light is
requiring no lens or shutter.
reflected (see background information) to cause an upside down image. Students
The key is the size of the
explain this in their own words.
hole – too large and the light
rays passing through are too • Discuss possible ideas to improve the camera (Question 4).
scattered to form an image.
The image through a pinhole
viewer is upside down. This is After the Lesson
because the light rays reflect Answers
from the top of the image 1. The objects appear upside down.
through the tiny hole and
2. The image appears closer or further away.
illuminate the bottom of the
screen. The light reflected 3. The light from the bottom of the image is reflected through the hole to the top
from the bottom of the image of the screen and the light reflected from the bottom of the image illuminates
illuminates the top of the the top of the screen making the image look upside down.
screen. 4. Answers will vary.
The hole doesn’t make the Additional Activities
picture. The image of the • Make a collection of different types of photos showing a variety of shot sizes and
world is always there. All the camera angles and categorise them according to the way they are shot. Students
hole does is make it possible use a cardboard frame to emulate the results in the photos
to see the image by isolating Display Ideas
a small amount of light and
producing a clear image.
• Take photos of students working on their pinhole cameras. Display on a board
with explanations written by the students.
• Research cameras through the ages. Make a time line display showing dates and
important camera facts through time.

ISBN 978-1-925660-55-5
Pinhole Camera
You will need: 1. Cover one end of the smaller tube with 2. Cover one end of the bigger tube with
• 2 cardboard tubes – one smaller in greaseproof paper and secure with a aluminium foil and secure with a rubber
diameter so it will fit inside the other rubber band. band.
• 5-cm x 5-cm piece of aluminium foil
• 5-cm x 5-cm piece of greaseproof paper
• 2 rubber bands
• Small pin or needle
3. With a pin or needle carefully poke a 4. Slide the smaller tube inside the larger 5. Look at brightly lit objects through your
small hole in the centre of the tube. pinhole camera both inside and outside.
aluminium foil. Slide the tubes back and forth.
What do you notice about the objects What happens when you slide the tubes back
you see through your camera? and forth?

Explain what is happening in this diagram.
How would you improve your camera?

ISBN 978-1-925660-55-5
Animation

Energy and Change • Books, charts or videos about animation.
3.5 Designs and describes • A variety of simple animation devices e.g. flip books, thaumotropes, pencil-roller
ways of enabling or page animation.
impeding the transfer of • Video camera, tripod, white card, background sheet of card, pencils or textas,
energy scissors.
• Understands the • Make or have students bring in a variety of simple animation devices.
principles and processes
• Set up a suitable area for filming with a camera and tripod for groups to work at
involved in animation.
when they are ready.
Skills Focus
• Investigates
• Observes The Lesson
• Collects data Stimulus
• Conducts simple tests • Discuss a variety of books or view videos about animation.
• Students explore a variety of simple animation devices such as flip books,
Background Information thaumotropes and pencil-roller page animation (see background information).
If your eyes see two pictures • Discuss the effect speed of movement has on the animation.
very quickly in succession, What to Do
your brain may not be able • In small groups, students draw and cut out a figure of an animal or person.
to register them as separate
• Students use a video camera to create simple animation using cut out figures of
images but rather they will give
people or animals. Students will need to experiment with the length of still shots
the illusion of a moving picture.
and the amount of movement between each shot.
When you watch a movie you
are watching a succession of • Students experiment to produce each of the special effects listed on the blackline.
still frames shown very quickly • While students are waiting to use the camera, they can explore and make their
(24 per second). own simple animation devices.
Your eye and brain retain a
visual impression for about 1/30
of a second. When you look After the Lesson
at pictures in quick succession Answers
your brain retains the image
1. Animation is the art of making a design or an object that doesn’t move by itself
and gives the illusion of
appear to have lifelike movement.
smooth motion. Some simple
examples of animation are: 2. (a) If the length of the still shots is shortened and/or the amount of movement is
increased, the character will appear to move faster
• Thaumotrope: a disc with
pictures on both sides is (b) If the length of the still shots is increased and/or the amount of movement is
spun and appears to be one decreased, the character will appear to move slower.
picture. (c) Moving the camera closer or using the zoom-in facility on the camera will
• Pencil-roller Page: An image make the character appear closer. Moving the camera further away or using
on one sheet of paper is the zoom-out facility will make the character appear further away.
copied onto another with (d) Removing a character in between shots will make him or her suddenly
a slight change made to it; disappear.
e.g. from smiling to sad face. Additional Activities
Attach sheets together. Roll • Students animate a short story. They should carefully plan their animation using
image on top sheet around storyboards and prepare characters, titles and credits, props and backgrounds.
a pencil. Move pencil up and
down quickly to produce
Display Ideas
animation. • Show the animation to an audience.
• Research and make examples of simple animation processes like a flip book or
thaumotrope. Display examples with explanation of how they work.

ISBN 978-1-925660-55-5
Animation
Some examples of animation are:
Flip books Thaumotrope Pencil-roller page animation

Give a simple description of what animation is.

Experiment to find out how to produce the following effects using a video camera. Describe what you discovered.
Make a character move faster. Make a character move slower.
Make a character appear far away. Make a character disappear.

ISBN 978-1-925660-55-5
Assessment
Light and Animation
(a) Draw this image as it would reflect from the front and back of a shiny spoon.
front back
(b) Explain why the images are different.

Sarah’s little brother Jack wants to know why the pencil in the glass seems broken when he looks through the side.
What will you tell Sarah to say.

Describe what you noticed about objects seen through a pinhole camera. (Hint: Include the words ‘image’ and ‘reflection’.)
Describe two ways of making an image or object appear to move by itself.

Image 1:

Image 2:

Demonstrated Needs further
opportunity
Indicators

• Identifies how rays of light reflect when striking different surfaces. ❑ ❑
• Understands how the process of light refraction occurs. ❑ ❑
• Understands the principles of a pinhole camera.
❑ ❑
• Recognises the principles and processes involved with animation
❑ ❑

ISBN 978-1-925660-55-5
Levers
Wheel and Axle
Household Machines – A Report
Designing a Machine
Simple Machines
machines available machine

simple machines axle materials
lever The first practical tin-opener was developed 50 years definition pivot
after the birth of the metal tin. Tinned food was invented designed pulley
pulley for the British Navy in 1813. Made of solid iron, the tins detailed rate
wheel and axle usually weighed more than the food they held! energy report
wedge The inventor, Peter Durand, was guilty of an incredible household revolution
incline oversight. Though he figured out how to seal food into improvements shaft
screw tins, he gave little thought to how to get it out again. incline task
Instructions read, ‘Cut round the top near the outer edge lever wedge
Heath Robinson with a chisel and hammer’. Only when thinner steel lowering wheel
tins came into use in the 1860s could the tin-opener be
invented.
Name:

ISBN 978-1-925660-55-5
Levers
Simple Machines ~ Activity 1

Energy and Change • Collection of appropriate magazines for cutting out pictures.
3.5 Designs and describes • Each group will need: tin with sealed lid (coffee tin or powdered milk tin), coin,
ways of enabling or screwdriver, teaspoon.
impeding the transfer of
Preparation
energy.
• Prepare the materials needed.
Indicator
• Organise the students into groups.
• Recognises different types
of simple machines. Note: The groups can be quite large for the levering activity, as long as each
student has a turn and comes to a personal conclusion.
• Identifies that a long lever
works better than a short
one. The Lesson
Skills Focus Stimulus
• Observes • Students collect a dozen or so cut-out pictures of machines from magazines.
• Classifies Remember, machines can be simple, like a spanner, or complex like the human
body or a computer. Allow the students to discuss in their groups a definition of
• Designing experiments
the word ‘machine’.
• Controls variables
• Students group the machines according to their own classifications. Let members
• Predicts from each group discuss the categories they have chosen. At this stage, let
• Communicates the objects under the heading ‘machine’ be very broad. If students have made
interesting choices, allow them the opportunity to explain.
Background Information What to Do
A machine is a tool used to • Discuss where the ‘energy’ comes from that enables the machine to work. The
make work easier. students complete Question 1.
Machines can be very simple, • Introduce ‘Simple Machines’ and discuss the types of machines in Question 2 on
like a pair of scissors, or very the blackline.
complicated, like a computer. • Students complete Question 2 with the help of group members.
Machines are able to amplify • Distribute the materials for the levering activity.
a force when energy is added
• Once the groups have chosen the pictures to match the definitions, bring the class
to them. Simple machines are
together to ensure that they have chosen correctly.
usually made from only a few
parts and they alter one force. • Students lever the lid off the tin and complete the rest of the blackline. (The
When simple machines are drawing should show an arrow to indicate the direction of force.) Discuss the
combined together, they make results.
a complex machine.
A lever is usually long and After the Lesson
rigid. It is made up of a bar or Answers
rod that rests and turns on a 1. Teacher check. Energy may be fuel, sun, muscle, animal etc.
support called a fulcrum. Force
2. lever – (e), pulley – (c), screw – (a), wheel and axle – (f), inclined plane – (b),
is applied at one end to move
wedge – (d)
a load at the other end. Levers
can be made of many materials 3. (a) The screwdriver should have been the best.
like metal (crowbar) or wood (b) Reasons include: length of the lever, more handle to grip, sharper end.
(door). Picture should include arrows to show force direction.
• Survey the class to see which lever was the most popular. Was it the screwdriver?
It should be because it is the longest.
• Students graph the class result of Question 3.
• Brainstorm which tools in the shed use levering to operate (e.g. shovels,
hammers, screwdrivers)
Display Ideas
• Display pictures found in the magazines. Make a collage with the heading ‘Simple
Machines’. Have students add title of fact cards about how some of the machines
work or their uses.

ISBN 978-1-925660-55-5
Levers
A machine is a tool that helps make work easier.
List four types of machines and describe where the energy comes from to operate them.
(i)
(ii)
(iii)
(iv)

Read the definition of the six different types of simple machines. Choose the drawing to match the machine.
Lever (a)
An arm that pivots against a point. It’s good for lifting.
(b)
Pulley
A wheel which has a rope or cord wrapped around it. It helps to lift heavy loads.
Screw (c)
An inclined plane which is wrapped around a cylinder. It’s good for holding two things together.
Wheel and Axle (d)

A wheel fixed to a long cylindrical post which moves objects across a distance.
Inclined Plane
A flat smooth surface which is higher at one end or slanted. It helps move objects along. (f)
(e)
Wedge
Two inclined planes which meet at a point. It helps to pry things apart.
Levers
Which tool is best for removing lids?
(b) Why did this tool work the best?
Remove the lid from the tin using the following methods:
(Add a diagram to support your answer.)
• your fingers

• a coin

• a screwdriver
• a teaspoon
(a) Which method was the most successful?

ISBN 978-1-925660-55-5
Lifting Loads Simple Machines ~ Activity 2

Energy and Change • Four pieces of string or thick thread — each 30 cm long, one cotton reel, two small
bulldog clips, two pencils about the same length, sticky tape, graph paper.
3.5 Designs and describes
Preparation
ways of enabling or
• For stimulus, ask the students to bring small toys or tools from home that have a wheel
impeding the transfer of and an axle to help them to move or make a force bigger.
energy.
• Organise the class into small groups. Prepare the materials for each group and place them
Indicator into trays. This will make collection easier.
• Investigates the use of
a simple machine to lift The Lesson
loads with minimal energy. Stimulus
• Creates and interprets • Discuss the display of tools and toys which use a wheel and axle to move or lift a heavy load
line graphs from collected (pulley).
data. What to Do
Skills Focus • Introduce the concept of ‘wheel and axle’. Each group makes a list of objects that use a
wheel and axle to move or lift. Share the list with the whole class.
• Observes • Distribute materials and direct the students during the construction. The students
• Measures experiment with the apparatus when it is built to become familiar with the benefit of the
wheel.
• Designs experiments
• Have the students measure and record results for the differences in string lengths for the
• Controls variables pencil and the cotton reel (Question 1a and Question 1b).
• Gathers and interprets • Reinforce that the wheel (cotton reel) turns around a central point called an axle (the
data pencil). As the pencil turns, the wheel turns with it. The cotton reel is obviously much
bigger than the pencil so when the pencil is turned one revolution, more string winds
• Communicates around the reel than the pencil. This is why the bulldog clip attached to the reel moves
upwards much faster. Have the students explain this in their own words (Question 2).
Background Information • The students graph the result of the ‘distance moved each turn’ figures on a line graph.
Present the groups results on a display board to compare and discuss class results.
Wheels make it easier to move
objects. They are used in every
After the Lesson
part of our society and are
arguably the most important Answers
machine ever invented. 1. (a) Teacher check
Wheels revolve around an axle, (b) Students will notice that the cotton reel weight rose much
increasing the force that can be faster than the pencil weight and that it rose with less
applied to move a load. effort.
The addition of a wheel to an 2. (a) It makes lifting easier because less effort is needed to lift
a weight. The same amount of effort will lift a weight
axle is a way of increasing the
much higher.
axle radius. One turn of the axle
(b) The graph should show that the wheel’s weight rises
causes one turn of the wheel
further than the pencil’s weight.
which can move a load a greater
distance than if the axle was
• Ask some questions about the graph result. ‘What do you notice about the two lines?’
used on its own. The same work
(They started together and then spread apart). ‘What does this show about the rate of
is used to move a load further. ascent?’, ‘Can you tell me how far they would be from the bottom after 2.5 turns?’ Graphs
Conversely, one turn of the can be glued onto the back of the worksheet or in science books.
wheel would cause many turns • Students can modify the design of the ‘lifting loads’ apparatus to make it function more
of the axle thus increasing its efficiently.
work rate. A pulley is a grooved • Students could brainstorm which tools at home use a ‘wheel and axle’ arrangement to
wheel which turns on an axle. make them work.
Pulleys help you lift loads easier. • Research the history of the wheel. The early Egyptians did not have a wheel and axle to
build or travel with. What type of simple machines did they use to create the magnificent
pyramids? (Some say – the inclined plane.)
Display Ideas
• Students display their line graphs with written explanations interpreting the data.
• Take photographs of the students creating their simple machines. Display the photographs.
Ask the students to add text explaining the different steps.
• Display pictures and photographs of machines that use the ‘wheel and axle’ or ‘pulley’
system to lift heavy loads.
• Create a time line display of the wheel through history with pictures, dates and important
fact labels.

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Lifting Loads
How can a wheel and axle help to lift heavy loads?
What you need:

• 4 lengths of string (30 cm long)
• 1 cotton reel
• 2 pencils
• 2 bulldog clips
• sticky tape
What to do:
• Push the pointed ends of the pencils into the ends of the cotton reel.
• Make two pieces of string into loops and tape the ends on to the edge of the
desk about 20 cm apart. Make sure the loops are level.
• Suspend pencils from the loops with the cotton reel in the middle.
• Attach a bulldog clip to the end of each remaining piece of string.
• Tape the end of one piece of string to one of the pencils. Tape the end of the
other piece of string to the centre of the cotton reel.
(a) What happened?
(b) What did you notice about the bulldog clips? Explain
Record the measurements by using a ruler. Measure the starting how they moved.
lengths of each piece of string. Turn the pencil one revolution
and measure the string. Write the results in the table below.
Continue turning and measuring until one clip reaches the

top.

(a) How did the simple machine make lifting easier?

(b) Use the data to create a line graph. The x-axis is the
revolutions and on the y-axis,
the distance moved. Use
different coloured pencils
for each string.
Challenge: Can you use your results to work out how long to make each weight string, so both weights reach the top at the same time?
ISBN 978-1-925660-55-5

Energy and Change • Egg-beaters, pegs, hammers, scissors, can openers, corkscrews, and any other
3.5 Designs and describes simple machines that can be found at home.
ways of enabling or Preparation
impeding the transfer of • Ask the students to bring an item from home to do their report on.
energy.
• Collect some of the items yourself for students who are unable to bring an item
Indicator from home.
• Completes a report
and evaluates a simple
machine. The Lesson
Skills Focus Stimulus
• Observes • Once each student has a household machine, ask individual students to show their
• Follows a procedure machines and say why he or she chose it. Organise the students into groups. Make
• Infers sure that there is no more than one of the same household item in each group.
The students discuss each item, focusing on what it does, who uses it and how it
• Evaluates
works.
What to Do
• When the groups have finished discussing each object, the students should feel
Machines make work easier by confident enough to write their reports individually.
allowing a job to be done with
• To help the students, orally complete a report on a machine you have chosen.
much less effort. Machines also
Quickly sketch the machine on the board. Add arrows that show where the energy
allow jobs to be done quicker
comes from. For example, for a bottle opener, draw an arrow pointing to the
and to be completed to a
handle and write ‘energy from muscles’. Add another arrow near the top of the
higher standard.
bottle opener and write ‘force’. Explain that our energy is used to push down or
Nail clippers, bottle openers, pull up on the handle, creating a force that levers the lid off of a bottle.
pliers, hand-whisks, and
• Ask the students to complete their report.
trolley jacks are all examples
of machines. Machines need • Bring the class together when all students have finished. Choose individual
energy to perform their students to discuss their findings and their evaluations.
functions. This energy can come
from people (muscles) or other
sources such as gas, petrol or After the Lesson
electricity. Answers
1. Description should include the machine’s uses, physical appearance, and the
simple machines it incorporates.
2. The designs should be in pencil and include labels for the simple machines it
has (e.g. lever, wheel, wedge, axle etc.)
3.-5. Teacher check.
• Organise an oral reporting session to the whole class or another class about the
machines studied.
• Students complete an Internet search on the origins/history of their particular
machine. An information poster can be completed with facts, uses, pictures and
sketches.
Display Ideas
• Students create information posters about their household machines and display
them.
• Create a ‘Did You Know?’ board. Students find pictures of their machines in
magazines or catalogues or they draw them. The pictures are added to the board.
Next to them are information cards with interesting facts about their machine that
start with ‘Did you know …’.

ISBN 978-1-925660-55-5
Select a machine to investigate.
Machine selected:
(a) What is your household machine used for?

(b) Describe how your machine works. (Include where the energy comes from to create the force.)

(c) What materials is your machine made from?

Draw a detailed diagram of your machine.
• Use a sharp pencil and a ruler.
• Use shading to add depth.
• Label the parts.
• Include arrows to show
where the energy comes from
to create the force that makes
the machine work.
Evaluate your machine.

Good design features Bad design features
• •
• •
• •
Tick the simple machines used in your household item.

❑ lever ❑ inclined plane ❑ pulley ❑ wheel and axle ❑ wedge ❑ screw
Give your machine an efficiency rating.

ISBN 978-1-925660-55-5
Designing a Machine
Outcomes This activity could be done over three lessons. In the first lesson, the students
Energy and Change design their machines. In the second, they construct the machine and in the third
lesson, they evaluate it. The steps can also be reduced to one or two lessons.
3.5 Designs and describes
Materials Needed
ways of enabling or
impeding the transfer of • Tin opener; a large collection of items for the students to use. Students could
bring their own and also have some available from the class collection. Items
energy.
such as: pegs, ice-cream containers, wire, lego, string, nails, cool drink bottles,
Indicator small springs, dowel, pieces of wood, elastic bands, cardboard, split pins, thread,
• Designs a simple machine straws, wheels etc.
• Evaluates design • Students will also need tools and equipment such as pliers, glue, scissors, screws/
nails, hammer, screwdrivers, handsaws.
Skills Focus
• Give the students time in the days leading up to the lesson to bring materials
• Designs and constructs a from home that can be used to create a machine. Leave a box at the front of the
simple machine classroom that the students add to. The materials in the box can be divided into
• Predicts the number of groups at the start of the lesson or can be used when needed.
• Infers Preparation
• Follows a procedure • Discuss with the class that they can work individually, in pairs or groups of three.
• Evaluates
The Lesson
Stimulus
• Show the class the tin opener. Ask the students to read the ‘Did You Know?’
There are thousands of different information on the cover page. Explain that the tin opener was invented in 1860
types of machines that make to meet a need. What was the need? Discuss student responses.
our lives simpler. They include
What to Do
simple machines such as
• Introduce the activity and the recording blackline the students will work with.
levers, wheels and ramps. By
Emphasise that the machines they make must be able to perform a specific task
combining the methods of (lifting, moving a load or a simple task of their own devising).
simple machines, complex
• The students draw the machine before they begin making it. The drawing
machines are created. Complex
should have the simple machines labelled on it. Materials selected can be listed
machines can be powered by an as the machine is designed. It is important that the students are provided with a
energy source such as petrol to ‘freeplay’ time to get rid of excess excitement related to the new materials.
become engines which are used
• Note: If the students are unable to create a design, give them suggestions, such
in turn to run cars and lawn as: cranes, moving an object using gears, or making puppets.
mowers etc.
• Once the designs are completed, ask the students to explain and discuss their
machine to you, to another student or to the whole class.
• Students begin to construct their machines when they have explained what the
machine is to do. This explanation is important to keep them focused on the task.
• The students evaluate their designs using the blackline as a guide.
After the Lesson

Answers
Teacher check.
• The students orally explain their designs to the class showing their original sketch,
the machine and discussing their evaluation. The class can ask questions about
what the machine is used for.
• Use the Internet and the library to find information and images drawn by William
Heath Robinson (1872 – 1944). This artist drew amazing mechanical machines
that were similar to comics. Some examples are ‘Testing Golf Drivers’ and ‘Testing
Artificial Teeth’.
Display Ideas
• Display the students’ sketches of their designs. Mount the sketches on black card.
• A wonderful display can be made of these machines. Find creative ways of safely
attaching machines to display boards next to the mounted original sketches or
make a display table.
• Students draw their own William Heath Robinson designs and display them.

ISBN 978-1-925660-55-5
Designing a Machine
DESIGN BRIEF
To design, build, operate and evaluate a machine which performs a simple task. Tasks can
include moving a load, lifting a load or another job you decide upon.
Steps: 1. View the material available to you to make your machine. ❑
2. Draw a plan of your machine with labels and list the materials you will use. ❑
3. Give your machine a name and nominate the task it is going to do. ❑
4. Construct the machine. ❑
5. Check to see the machine works. ❑
6. Evaluate the machine. ❑
Recording:
Machine’s Name:
Draw the machine. Include labels showing the simple machines Explain what the machine is designed to do.
(e.g. lever, spring etc.) and the materials used.
Who will use the machine?
Now you can construct your machine!
FINDINGS:
Evaluate Changes Problems
How well your machine did the task (Explain any improvements you think (Explain any problems you
it was designed to do. you could make to the design.) had with the machine’s design.)

ISBN 978-1-925660-55-5
Assessment
Simple Machines
What is a simple machine? Write a definition.

Match these simple machines with their correct definition.

inclined plane wedge screw lever pulley wheel and axle
(a) An arm that pivots against a point. It’s good for lifting.
(b) A wheel which has a rope or cord wrapped around it. It helps to lift heavy loads.
(c) An inclined plane which is wrapped around a cylinder. It’s good for holding two things together.
(d) A wheel fixed to a long cylindrical post which moves objects across a distance.
(e) A flat smooth surface which is higher at one end or slanted. It helps moves objects along.
(f) Two inclined planes which meet at a point. It helps to pry things apart.
Explain how a simple machine can make lifting a load easier.

Give examples of household tools which use the simple machines below to make them work.
(a) lever (b) wheel and axle
(c) inclined plane (d) wedge
Describe one household machine in more detail. Explain how it works, including the simple machines and the energy needed to make
it work.

opportunity
• Explains the definition of a simple machine. ❑ ❑
• Identifies types of simple machines from their definitions. ❑ ❑
• Describes how loads can be lifted more easily using a simple machine. ❑ ❑
• Recognises that simple machines are found in household items. ❑ ❑
• Describes the workings of a simple household machine. ❑ ❑

ISBN 978-1-925660-55-5
Space ~ Activity 2 (answers)
Solar System
Appendix 1. (See activity page 24.)

ISBN 978-1-925660-55-5
Mystery Powders
Mystery Powders
Appendix 2. (See activity pages 53, 55, 57, 59)

ISBN 978-1-925660-55-5

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Teachers Information................................................................ ii – iii Conservation.................................................................................31

Theteacher pages includeinformationtoassist theteacher witheachlesson.

What To Do gives suggestedstep-by-step

Additional Activities canbeused

ii PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au

Thestudent pages containa

Onthefinal pageof eachunit is the

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Book E Book F Book G

Animal Groups andFoodChains FloweringPlants EndangeredSpecies

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Using the Assessment Proforma

Givea brief descriptionof the

viii PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au

PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au ix

Using the Skills Assessment Proforma

Fill intheappropriatelearningarea: Mark theskills that havebeen

Usethis spacetocomment onanindividual

x PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au

PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au xi

Life and Living

Earth and Beyond

Natural and Processed Materials

Energy and Change

South Australian acknowledgment

xii PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au

PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au 1

2 PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au

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4 PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au

PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au 5

Lesson Focus Before the Lesson

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Draw and label some

Structure of a Seed Typical stages of Seed Growth

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8 PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au

PRIMARY SCIENCE ~ R.I.C. Publications® ~ www.ricpublications.com.au 9

Number these stages in a flower’s development in the order they occur.

Fertilisation Fruit develops Flower develops

Growth of a bud Seed dispersal New seed germinates

Name four methods by which a seed can be dispersed.

Indicators Demonstrated Needs further

human body artery optic

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humerus skull kneecap ribs shoulderblade possible.

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Retina The back part of the eye which

How the Eye Works

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How the Ear Works

In your own words, describe how the ear works.

Lesson Focus Before the Lesson

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Name two of the main tasks of the human skeletal system.

Match each word to its meaning:

Demonstrated Needs further