Active Science Level 4

ACt

Science

ive

i

ActiveW

Science

ffiw@ffi

_Plants

_Animals

Foreword

The Active Science series has been designed to make science tun and understandable for teachers and students alike. Each of the seven books available in this series covers an entire year of the primary curriculum. These books can be used as a basis for the year's work, or to supplement and

enrich an existing curriculum.

The four major areas of primary-level science are covered in this book, these being plants, animals,

matter and energy. A variety of activities are provlded in each section, including experiments,

observation exercises, concept reinforcement exercises and research topics, in an easy-to-use,

reproducible format. Enrichment activities and assessment exercises are also included. Many ofthe

activities are designed to be self€xplanatoryfor the student, but aliactivities also encourageteacher

input and peer group discussion.

Contents

ffl

"o*"

@

o"*n"

@

**'

ffi

*",o

Guessing the

Temperatu.e...

. ...

..33

Conductors and lnsulators

...

...-35

... 36

Ieachers

Notes

Science can be funl

Using this package

.

Children should keep all worksheets, pictures and information in a large scrapbook. Written

activities can be done in an exercise book or pad.

.

Visit the library with children prior to the introduction of each topic so that fiction and

nonjiction materials and resources can be collected for reading and display.

.

Allworksheets and activities should be thoroughly discussed with children prior to them

attempting them. This ensures that they understand the concepts to be mastered.

.

Keep a science equipment box in the corner of the classroom from the beginning of the year

for students to bring corks, buttons, pieces of string etc. so that most of your equipment is

already collected. To avoid keeping a whole pile _of rubbish, sort the box occasionally with

the children. This makes a great language activity. 0r ask the children to invent craft ideas

for _lunk' material.

.

The worksheets in this book presume that the children always have a ruler, rubber, pencil or

pen, coloured pencils or crayons, paper glue and scissors handy.

.

Enrichment activities are included in most areas. These can be used as extra class activities

or given _to early finishers. Safety

.

Compile a list of science safety rules for the children to follow. This should be stapled in the front of the scrapbook.

.

The collection of plants and animals must be supervised. Animals should be treated humanely

during capture, captivity and release. Students should be aware that live animals should only

be kept for a short time for observation and then set free where they were captured. They

should also be made aware of the dangers of eating plants, as there are many poisonous

varieties growing in gardens.

.

The class should be encouraged to take responsibility for classroom pets. Pets should not be

left at school on weekends or holidavs and children should be rostered to feed the animals and maintain their enclosures.

.

lvlake the class continuously aware of the dangers involved in smelling, tasting, touching and

looking at substances. Insist on safety procedures at all times, especially when dealing with heat or open flames.

Background and

Materials

Plants BackEround

Germination is the process which occurs when a plant seed begins to grow. A seed needs warmth, oxygen and moisture to grow. As a seed grows into a plant it develops roots, a stem and leaves. Fruits and vegetables come from plants which growfrom seeds. Fruits and manyvegetables contain seeos.

Many plants are cultivated by people for food. Wheat is a staple grain in Western society. lt is used in the manufacture of many foods, including breakfast cereals and breads. Rye and barley are also

grown and used in bread and other food.

The growing of grain involves soil preparation, sowing, fertilisation and harvesting. When the grain

has been harvested it is stored in silos prior to being used in manufacturing. Materials

.

For the bean growing experiment: Iima beans, paper towels, plastic bags.

.

For the plant seeds experiment: tomatoes, oranges, apples, watermelons, pumpkins, peaches,

cucumbers, avocadoes, grapes, knives, chopping boards.

.

For the seed soaking experiment: dry lima or red kidney beans, iars with lids.

.

For the crop growing _{experiment: rye, barley, wheat} and oat seeds, milk cartons, potting mix.

Animals Background

Flies are winged insects. Afly's lifecycle has four stages. The adult fly lays eggs. These eggs hatch into fly larvae, called maggots. The maggots feed and grow. When they have grown large enough, the maggots dig themselves into the soil and grow a hard outer covering. This stage of the lifecycle ls called a pupa. While in this stage the fly cannot move. Within the pupa the fly larva undergoes a

metamorphosis from a maggot into an adult fly.

Frogs are amphibians. Like all amphibians the lifecycle of the frog involves metamorphosis from a juvenile _{or larvalform into an adultform.} Frogs lay their eggs in water. Frog eggs are soft and have no shells. The eggs hatch into tadpoles. Tadpoles are the larval stage ofthe frog. Tadpoles live and

feed in the water. Some time after they hatch the tadpoles undergo a metamorphosis into an adult

frog. First the tadpole grows hind legs. Then it grows front legs, Finally the tadpole's tail disappears completely and it becomes an adult frog. Adult frogs can move about on land but most spend the

rest of their lives near water. Materials

.

For the fly catching experiment: plastic cool drink bottles, glue or masking tape,

.

For the animal footprints experiment: drawn examples of animal footprints. Alternatively, you could look around outside to find and draw animal footprints.

.

For the frog experiments: frog eggs or tadpoles, an aquarium, aquarium sand, rocks, sticks, water and marsh olants, flies.

Backglrund

and

Materials

Matter

Background

There are three phases of matter: solid, liquid and gas. A solid changes to a liquid if it is heated

beyond its melting point. A liquid changes to a gas if it is heated beyond its boiling point. The

molecules in a solid cannot move. The molecules in a liquid can move. This is why liquids can flow.

The molecules in a gas move around rapidly. They are much further apartfrom each other than the molecules in a liquid.

Water is an unusual substance in thatthe solid form takes up more space than the liquid form" That

is, when water turns from a liquid to ice, it expands. The opposite is true for all other substances. Materials

.

For the ice experiment: a plastic container (margarine tub), a freezer.

.

For the freezing liquids experiment: plastic containers, salt, full-cream milk, skim milk, orange juice, vinegar, cooking oil, a freezer

.

For the melting ice experiment: ice blocks, five identical saucers, refrigerator.

.

For the evaporation experiment: four jar lids, tablespoon measure, food colouring, sand, salt.

Energy Background

Sounds are caused by vibrations. When an objectvibrates it makes the air around it vibrate. A sound is a wave of these vibrations travelling through the air. We perceive different vibrations as different

sounds.

The ear picks up and amplifies vibrations in the air. lt converts the vibrations into a signal which is

sent down nerves to the brain. This signal is interpreted by the brain as sound. lvlusical instruments can be classified according to how they produce _{a sound.}

Percussive instruments make a sound by being struck. Drums, tambourines, triangles and

glock-enspiels are percussive instruments.

Wind instruments make a sound by creating a vibrating column ofairwithin a tube. The sound is varied

by changing the height of the column of air. This is done by opening or closing holes in the tube. Examples of wind instruments include the recorder, flute, oboe and trumpet.

String instruments produce a sound by amplifying the vibrations from taut strings. The strings are made to vibrate by being strummed, plucked or bowed. Examples of string instruments include the guitar, violin, cello and harpsichord.

The piano is unusual in that it may be considered to be both a string instrument and a percussion

instrument. The sound of a piano is made by vibrating strings. These strings are made to vibrate

by being struck by hammers.

Materials

.

For the musical sounds worksheet: a variety of musical instruments, with at least one instrument from each instrument family.

.

For the temperature experiments: thermometer, ice, bowls, hot and cold water.

.

For the heat experiment: sago, sugar, lemons, treacle, water, pan, stove or hotplate, measuring and mixing utensils.

.

For the conductors and insulators experiment: wood, metal, plastic, ceramic and glass bowls,

butter or margarine, saucepan of hot water or stove.

.

For the magnets experiment: a variety oJ magnetic and non-magnetic objects (see sheet).

"itA

_-r(

Growing

Beans

Plants need certain conditions fot gtowth,

Experiment: Growing beans

You will need: Some lima beans, paper towel, plastic bag.

Place several

lima

beans

on a

wet

paper

towel.

Place the towel with beans inside a

plastic bag. Check the beans in a few days

to see i{ they have changed. Draw what has happened.

Germination

is when a plant seed sprouts.

The seed has started

to grow

into a

plant.

To

germinate

or

sprout a seed must have:

warmm

Seeds grow into new plants. Study

the

pictures below.

of germination in

four

simple sentences.

moisture

Explain

the

process

"it

_-rz

Plant

Seeds

There arE many dilferunt kinds 0f plants.

Gather the following fruit and vegetables. Cut them open to see their seeds. Draw the seeds in the spaces provided below.

1 . Tomato

2. 0range

3. Apple

4.

Watermelon

5.

Pumpkin

6.

Peach

7.

Cucumber

9.

Grape

Which

fruit

or vegetable had the most seeds?

Which one had the fewest seeds?

Which one had

the

largest seeds?

Which had

the

smallest seeds?

Find out the

cost

of the following

fruits

(per kg).

tomatoes oranges

pumpkin

appres

I

watermelon peaches

What do you think would make some

fruit

more expensive than others?

8. Avocado

r,t

-rz

Soaking

Seeds

Plants need certain conditions lor gruwth.

Half fill a jar with seeds. Fill the jar

to

the

top

with water and What kind

of

seed did vou use?

-anything that looks like a tiny plant on a side

ofthe

seed?

Was

this

a good way of getting

put

_the

_{lid on tightly.}

seeds

to

germinate?

After

a few days.

Before they were put in the

jar.

1.

The mass of the seeds.

2.

The colour of the seeds.

3.

The size and shape of the

seeds.

4.

The surface texture of the

see0s.

5.

The water level in the jar.

Describe and draw:

Carefully open

yourjar

of seeds. Look very carefully at some

ofthe

seeds. Can you see

T)

w

Making Breakfast

Plants may be carud l0r and cultivated for use by people.

The sequence below shows how breakfast cereal

is

made.

Complete

the

page

by

drawing

the

missing pictures.

In April the Jarmer burns off the old crop stubble.

ln early June the farmer sows the crop and fertilises.

The wheat is transported to the

In May the farmer waits for good rainfall so weeds germinate.

In late May the farmer ploughs

in the weeds.

In late June the crop starts to

grow. The farmer sprays for

pests and weeds.

The wheat is bought by the factory.

We buy the cereal from the

store.

ln November lhe farmer

harvests the crop.

The factory makes breaKast cereal out of the wheat.

The breakfast cereal is sold to

food stores.

\Urg\S

We eat the cereal for breakfast.

Growing

Crops

Plants gmw and change at dilferunt rates.

Experiment: Growing

Crops

_.

^

t

You wlll

need:

/

!

F

I

tr

bottoms. three different crop seeds (rye, barley, wheat), three milk carton

Half fill each milk

carton

bottom with soil. Plant 10

to

20 of one kind of seed in each

carton.

Cover the seeds lightly with more soil. Water and put in a sunny place. Water

the

plants regularly, and fill out the growth charts

for

each seed below.

l.

Crop name

Day Length (cm) Colour Changes?

3 5 7 11 15 2. Crop name

Day _{Leneth {cm)} Colour Changes?

3 5 7

II

15 3. Crop name Changes?

'q

Plants Review

1.

What is germination?

2.

Draw the

correct

seeds inside each fruit:

avocado

3.

Use each of these words

The

farmer

lare

watermelon

once

to

complete the

apple

paragraph

_below

sprays

harvests

sows

pests

fertilises

the

crop

and

The crop starts to grow. Then the

farmer

and weeds. When the crop has matured, the

farmer

the crop to kill

the

the crop.

4.

Which of the following can damage crops? Tick them.

nutrients sunlight

frost

5.

What are three crops that

farmers

plant? hail

fertiliser

raln

6.C

s ronc

nccd o

rl

s__

and

i

ff':

!

ii{

F,.l.C. Publications

t0

grow. 10 Actve Science 4

life

of

a Fly

Animals vary in thek lilecycles,

Look at

the

lrfe

cycle

diagram of a

fly

below. Fill in

the

missing words.

List five ways that you can prevent flies

from

breeding:

1.

2. 3.

A

E

Invent

a

product

guaranteed

to

stop

bush

flies

from ruining

family picnics

and barbecues. Describe your product and explain how it works. Draw a picture of your new

productberow.

4SRXS*

_#

fD

c^l

€sF

W

qFR

€#R

w#

^*-At which stage of

the

lifecycle would

it

be best

to

eradicate flies? Explain.

ri,

!t

Catching

Flies

Animals need f00d, water and apprupriate climatic c0nditions.

Usingthe instructions below, make four fly catchers from plastic cooldrink containers.

Cut the container in

half with scissors.

Turn the trap

over and tape

a handle to

Fill the four fly catchers

fly catcher

1:

nothing

fly

catcher

2:

honey

fly

catcher

3:

pieces of

meat

fly

catcher

4:

water

Then hang them out on a tree in the playground. Check them after an hour, two hours

and a day. Count how many flies they've caught each

time,

and write the numbers in

the table below. Draw the container after a dav. Number of flies caught

Draw fly catcher

after a day

after an hour after two

n0urs after a day

Fly catcher 1

Fly catcher 2

Fly catcher 3

Fly catcher 4

What was the best substance

for

attracting the flies?

Most animals can move lrom place t0 place.

Animal

Footprints

Find

footprints for

the following animals.

human,

dog, cat,

horse, duck, sheep, cow.

lf you can't find footprints

for

all of these, look them up in a book or guess what they

might look like. lVake a full-size copy of each footprint on a piece of paper and cut this

OUI.

For each animal, measure how many footprints end{Gend it takes to gei f[om one end of your desk

to the

other. Before you

start,

predict:

Which animal will take

the

least number

of

footprints to get

across

the

desk?

Which animal will take

the most

number

of footprints

to

get

across the desk?

Record your measurements on the graph

below

.:< o)

I

!!

20

l8

l6

t4

T2

10

I

6

4

2

0

human Active Science 1 14 ;"-1. _{C. Publ,cations}

Favourite

Footprints

Animals can moye lrum place t0 place.

What are vour three favourite animal footprints?

1. 2. 3.

4@t

lt

,

\:.)'

Draw them. 2. 3.

Draw and colour a pattern using your favourite animal

footprints.

-!!

ldentifying

Tracks

Animals can be glouped and identified by theil charactedstics.

)raw

what you would expect to find at the end of these

tracks

if you found them in the

;and. They may not all be animals.

\"\

.th

\s

\

o' -\: * n5, \

]i\IlT:

_,'i'}}\

.J'

.,C

la

Clues

in

the

Sand

Animals can be gruuped and identified by their characte stics.

Use

the

clues in the

text

and pictures below

to

solve

the

mysteries.

Mystery

I

Police are investigating

the

mysterious disappearance

of

local zoo. The only clues are given in

the

picture below"

.3

I

Sl SJ

@'

Mystery 2

1,4 _{rs Adams heard strange noises coming from outside her bedroom window during} the

right.

In the morning she went to investigate and found the following in the garden bed.

@@@w

#;:;

SD

a valuable dingo

from

the

NN

N

@

@"

,w

.W

@"

YYhat

are

your

conclusions?

V/hat

are

your

conclusions?

Frog Lifecyle

Animals Yary in their life cycles.

Below are the stages in a

frog's

life. Describe

the

changes that you can see.

Frog

Habitat

Some animals live in water.

Write a

few

sentences explaining why you think water is so important

to

frogs"

Design a layout

for

a

frog

aquarium. Draw your design in the space provided below.

It must contain a suitable habitat

for

eggs, tadpoles and adult

frogs.

Hint: Think about the

sort of

environment

frogs

need

at

each stage of

their

life cycle.

@Eu-'

'{{

'

_/i8

r,a

_lr

Frogs

and

Toads

Animals can be gruuped and identilied by theh charactedstics,

Collect live specimens

of

a

frog

and a

toad,

or find

pictures

_{of them}

in

the

library.

Describe and draw them below.

Describe the physical features of a

frog

and draw a picture.

Describe

the

physical features of a

toad

and draw a picture.

What differences can vou see?

Measure how

far

each can jump.

Which jumped the furthest?

Which jumped

the

highest?

-rJ?,.":Y.,1;

'it';

ll

Animals

Review

1,

Draw these

two

stages in the

(a)

_maggot

life cycle

of

a fly.

(b) _{adult flY}

2.

ldentify the five

tracks

hidden in

this

puzzle. 1. 2.

3. 4.

5.

3. Give

two

differences between a tadpole and a frog.

(a)

(b)

4.

Fill in

the

missing words, from

the

list given below" Use each word only once.

tails,

rough,

tongue,

fatter,

damp, cold, same, shorter, swim, insects

Frogs and toads look the . Toads are

have

back legs. A toad's skin

is

. Frogs and toads have no The feet on the

frog's

back

legs

help

it

to

and

toads

eat

They use their long sticky to catch food.

Frogs and toads are

and and ?,1.C. Publications 21 -blooded. Frogs Active Science 4

'it"

lce

Some substances can be rcadily changed lnm one state to another.

A liquid will change

to

a solid if it is cooled

to

its freezing point. The molecules in the

Iiquid slow down as it cools. When the liquid reaches freezing

pointthe

molecules stop

moving and

the

liquid becomes a

solid.

a--Experiment: freezing water

Fill a plastic container with water. Observe the water in the container and record your

findings in the table below. Put the container in a freezer. Take the container out of the freezer after one hour,

two

hours and a day and record your observations below.

How was solid water different

from

liquid water?

After

one hour

temperarure shape of container colour transparency weight

.if

_Freezing

_Liquids

Substances can be changed under the inlluence 0f appropriate conditions.

iind

_{seven plastic containers that are the same size and shape. Half fill each contalner}

,,rith equal amounts of the following liquids:

:ap water, salty water,

fullcream

milk, skim milk, orange juice, vinegar, cooking oil Dlace _{the containers in the freezer at the same time. Check on them quickly every half}

nour.

0n

the graph below record how long it takes

for

each liquid

to

freeze.

Discuss:

.

Which liquid froze first?

.

_{Did any liquids notfreeze}

after five hours?

.

Was there anydifference

in freezingtime between

the

tap

water

and salty

water? Why

did

this

happen?

.

Was there any difference

in freezing time between

the

skim milk and

full-cream milk? Why?

'r^'.:\;

%._,,::._"

"%

- _o.)

lVhich liquids didn't freeze after five

rVhy do you think they didn't freeze?

hours?

n'

/,,

"q

Melting

lce

Some substances can be readily changed fmm one state t0 another.

Place five ice blocks of

the

same shape and size on five Put one saucer in each of the following locations:

1.

Outside in full sunlight.

2.

Outside in the shade

of

a tree

3.

Inside near a window.

4.

In a cupboard.

5.

In a refrigerator.

In what order do you think

the

ice blocks will melt?

saucers.

1st 2nd 3rd 4th 5th

Watch

the

ice blocks as they melt and record vour observations in the

table

below.

It'a!'e your predictions correct?

c

o

60 mrnutes melting 0r0er

-i,t

!!

Evaporation

Substances can be changed undel the inlluence of appropriate c0nditi0ns.

Evaporation

is the process where a liquid turns into a gas. Molecules in a liquid are

constantly moving. Every now and then they collide. Sometimes when two molecules

collide one is given enough of a bump to leave the surface

ofthe

liquid and move away

rn the air. lt

evaporates

from the liquid, taking some heat, or energy, with it. The hotter

the liquid gets, the faster the molecules move around and the more often they collide.

lVlore molecules are given enough of a bump to leave the liquid, and it evaporates more quickly.

Evaporation Experiment

Collect four

jar

lids. Put the following ingredients on each lid. Lid

1:

3 tablespoons of water.

Lid

2:

3 tablespoons of

water,

1

Lid

3:

3 tablespoons of

water,

1

Lid

4:

3 tablespoons of

water,

1

Draw and describe the contents

of

of

food

colouring.

each

jar

lid below:

@

{n-+r

q.q

_ih.

jl

Lid 1: Water

Lid 3: Water and sand

of sand.

of

salt.

Lid 2: Water and

food

colouring

Lid

4:

Water and

salt

Cantinued next page

tablespoon tablespoon tablespoon

Predict what will happen if you leave each lid in the sun

for

a few

days.

-Y/

-2F

Lid 1: Lid 2: Lid 3: Lid 4:

Now leave the lids in a sunny spot

for

two

to

three days.

What has happened

to

the contents

of

each lid? Draw and describe below:

lr5

Lid 2: Water and

food

colouring

Lid 4: Water and salt Lid 1: Water

Lid 3: Water and sand

Do you think the water evaporates as pure water or do some of the other ingredients evaoorate with the water? Explain

-+

Suhstances can be changed under

Volcanoes

the influence 0f apprupriate c0nditions.

A volcano is an opening in the earth's

crustfrom

which lava, cinder and hot gases erupt,

Volcanoes form when hot liquid rock and gases force their way to

the

surface of the earth from deep below the ground. The liquid rock, called magma, comes from deep

rvithin

the

earth's

crust.

When

the

magma reaches the surface and

flows

out of the volcano it is called lava. This lava, as well as rock cinders, piles up around the opentng,

forming a cone-shaped mountain. When a volcano has lava and cinders coming

out

_t

i< qeid

tn

hc prr _rntino

There are many thousands of volcanoes around the

world.

lvlost of the volcanoes are located in a ring around the Pacific 0cean, called'The Ring of Fire'. lVlostvolcanoes are inactive. This means that

they

don't often erupt. When they do erupt, volcanoes can be very dangerous.

Labelthe diagram belowwith the words provided. Then match each word to its meaning.

crater

magma volcano vent tava asn pipe

Mountain

or

hill with a central pipe _{through which lava,}

ash and gas erupt onto the earth's surface.

Very

fine

pieces

_of

_lava

_{blown into}

the

air

during

an eruptron.

Molten rock deep inside

the

crust.

Hole through which lava and gas reaches

the

surface.

Passage through which

the

magma rises.

Circular opening of a volcano.

Molten

rock

ooured onto

the

earth's surface"

Matter

Review

2.

1. (a)

Waterisal---.

{b) lce is

water

in

its

s

- -

form.

(c)

Steam is water in its g

- -

form.

How is solid water different

from

liquid water?

3.

Number these liquids in the order in which they would freeze. Explain your answer.

pure _water salty water skim milk cooking oil

4.

What is evaporation?

5.

(a)

_A

v----

isa

mountain

or

hili with a central pipe through which lava, ash and gas may erupt onto

the

earth's surface.

(b) _{Unjumble these volcanic words.}

mmaag aavl tnev sha pepl

ctrrae

w

Environmental

Sounds

Sounds can be pr0duced by both living and nonliving obiects.

Sound is around you all the

time.

In

the

morning you may be greeted by the sound of

an alarm

clock,

or birds singing. During the day you can hear many different sounds,

produced by

both

living and non-living

things

in

our

environment. You may hear the

voices

of

other

people, the whistling

of

the wind,

the

hum

of

air-conditioning

or

the sound of

traffic.

All

the

sounds

you

hear

have

one

thing in

common.

All

sounds are produced

by

vibrations. When an oblect vibrates

it

makes the air around it vibrate as well. These

vibrations travel through

the

air to your ears. Your ears pick these vibrations up and

tell your brain about them. The brain then interprets the vibrations as different sounds. While the sounds that you normally hear travel through the air, sound can also travel

through liquids and solids.

1.

List

four sounds you can hear in each of the following school areas:

(a)

_Classroom

(b)

Library

(c)

Playground

(d)

Music room

(e)

Bike racks

(f)

Street

>#fr

Cantnued next page .,1.C. _Publications

2.

Predict and describe the sounds you would hear in the following locations: Rock

concert

Hospital

Airport

7oo Beach

3.

How do you think

the

sounds at the zoo and the beach might be the same? How might they be different?

4.

How do you think the sounds at a rock concert and an airport might be the same? How might

they

be different?

5.

How does the surrounding environment

affect

what sounds are heard in an area?

6.

Can we change the sounds we hear around us? How?

'it"

.!f

Voices

Sound is detected by the ear.

1.

Listen carefully as your partner says

the

names of four obj

(a) _{in a whisper from the}

_front

_{of the classroom;} (b) _{in a normal voice; and}

(c)

_{in a normal voice while}

_the

_{radio is turned uo loudlv.}

Record what you heard on the back of this sheet. Then get your partner

_to

what he

or

she said next to your answers.

2.

Repeat the activity using a rolled-up sheet of paper placed over one ear. Record the

results on the back of this sheet aeain.

3.

Did

the

paper

_trumpet

make

the

sounds easier

to

hear?

Would having a larger outer ear improve your hearing?

Animals and

their

hearing

A bat's exceptional navigational skills depend on its ears and vocal

chords.

Bats make

very high-pitched sounds, beyond the range of normal human hearing. These sounds

bounce off objects around the bat. The bat listens to this reflected noise with its large sensitive ears.

lt

interprets

the

reflected noise

_to'see'its

environment.

The owl also has sensitive hearing. lts ears are hidden in the feathers on its head. When an owl listens it spreads out the feathers and skin that cover its ears. These form into large funnels which

collect

even the tiniest sound.

Library Research

Find a clear picture

of

any animal showing at least one

of its ears.

Draw

the

picture 0etow.

What do you notice about the shape, size,

position, mobility and flexibility

of

this

animal's ears?

t(,<

fl.9

t;,

recor0

Musical

Sounds

Sound can be pmduced hy nonliving 0biects.

A musical instrument is any device

that

can produce a musical

sound-You can make a simple musical instrument, called a maraca, by putting some small

stones into a plastic bottle. When you shake the bottle it will make a sound. Try varying

the amount of stones in

the

bottle

to

make different sounds.

The maraca is a percussive instrument, because the sound

it

makes is produced by

objects hitting each other.

lf you blow across the top of an open bottle

itwillalso

make a sound. lf you

fillthe

bottle

with different levels of water it will make different sounds" The sound is made when the air in the bottle vibrates as air passes over the opening at the top. This kind of musical

instrument is called a wind instrument, because wind is used

to

make the sound.

String instruments produce musical sounds when a

string or

strings are plucked or strummed. These strings vibrate and produce a sound.

ComDlete the

table

below.

lVlake your own musical instrument

from

scrap materials.

Draw a diagram of your instrument on

the

back of

this

sheet.

What materials did you use?

How sound is made

Materials used

to

make

this

instrument

lnstrument

tamDounne

triangle

xylophone

How is

the

sound made?

Describe

the

sound it makes.

'il

!1

Guessing

the

lemperature

Temperature is the mea$ulement 0f the heat 0l a substance.

Temperature

is

the

measure

of

how hot

or

cold something is.

A

thermometer

is an instrument

for

measuring temperature.

1

.

Predicttoday's minimum and maximum temperatures. Record your prediction in the

table

below. Then

watch the weather

reoort

on

the

news

and record what

the

minimum and maximum temperatures were for your area. Continue predicting and

recording the temperature

for

a week.

Day Date

Predicted TemDerature Actual TemDerature Minimum Maximum Minimum Maximum

l\.4onday Tuesday Wediesday Thursday Ft day Saturday SLrnday

How accurate were your predictions?

2.

Estimate the temperatures ofthe following. Ask your teacher for the answers to see if you were

correct.

Use a thermometer if possible

to

measure the temperature

of

an ice block and taD water.

prediction actual measured baking a cake

making ice blocks

normal body temperature

tap water temperature

3.

Your body is not very good at accurately measuring temperature.

Test this by placing your left hand in a bowl of (bearably) hot water and your right

hand in a bowl of icy cold water. Leave for a minute- Now place both hands in a bowl

of

lukewarm water.

How does

the

hand from the hot water bowl feel? How does

the

hand from the cold water bowl feel?

Explain on

the

back of

this

sheet why you think this happened.

'il

!(

Heat

The gain or loss of heat in a substance can cause changes in that substance.

Heatis a form of energy. Heat flows from hotthings to cold things. You cannot see heai,

but you can feel it. When you hold a cup of hot water, heat from the water flows througn the cup

andwarmsyour

hands. lf you don't dress warmly on a cold day, heatflows from

your body and you feel cold.

All things are made of tiny invisible particles called molecules. When a substance is

heated

these

molecules move around

faster.

In

a cold

piece

_of

_{chocoiate, all}

the

molecules

are

packed

_very

closely

together

and

don't

move much.

lf you

hold the

chocolate in your warm hand it will

become

soft and

melt.

You have given heat

to

the chocolate, and the molecules in the chocolate have started

to

move faster. The heat you have given to the chocolate has made these molecules move about a lot more, so

the chocolate isn't solid any more. lf you put the chocolate in a saucepan on a stove and add more heat

to

the chocolate it will melt and become a liquid.

From the following list of items, tick the changes that occurred as a result of heating.

Colour Smell Taste Volume Other Observations

rce p0pc0rn carrot raw meat nce butter 0nton chocolate macar0nl bread jelly

Further Activity

_-

Lemon

Sago

Ingredients: 1 cup sago,

I

cup sugar, juice of 2 lemons, 1 tablespoon treacle or golden

syrup,

4

cups water.

Put all the ingredients into a saucepan and bring to the boil,

stining to

keep free from

lumps until it is thick and clear. Draw and describe the ingredients on the back of this

sheet before and after heating.

t

!t

_Some

Conductons

_{substances conduct heat readily,}

and

Insulatorc

while olherc do not

A

substance

that

allows heat

to

move

through

it

easily

is

called

a

conductor.

For example, metals are good heat conductors. A substance that does not conduct heat very well is called an

insulator.

Wood and wool are good insulators. Insulators help

to

keep hot things hot and cold things cold, because they

stop

heat from flowing out

of

or

into things.

With bare feet stand on a tiled floor. Then stand on a carpeted floor. Both floor coverings

are the same temperature but the tiles feel colder. Tiles are good conductors because

theyallowthe heatto flow awayfrom yourfeeteasily, making them

feelcold.

The

carpet

is a good insulator because it _{does not conduct the heat away from your feet very well.}

Your

feet

don't lose heat and so they stay warm.

I

.

0n the back of this sheet draw yourself dressed in warm clothing for winter. Label each item

of

clothing and what

it

is made of.

2.

Exoeriment

Collect a variety of different bowls made of

wood,

plastic, metal and ceramics.

Into each bowl put a small piece of butter. Place each bowl in turn into a sauceoan of hot water or onto a stove.

Warning:

Be

careful

when

handling

hot

water

or

using

a hot

stove.

Time how long ittakes

forthe butterto

melt in each

ofthe

bowls,

from when you start heating the bowl until when the butter has completely melted.

Fill out the table below"

Made of Time taken in minutes for butter to melt

Good conductor or good insulator? Bowl 1 wood Bowl 2 metal Bowl 3 plastic Bowl 4 ceramrc Bowl 5 glass Bowl 6

Which material made

the

best conductor? Which material made

the best

insulator?

"it

Magnets

-V

Magnets haye an effect 0n some substances and not on 0thers.

Sort the following

objects

into the

two

groups below. You can include more

objects

if you like.

plastic _{spoon, piece of wood, copper pipe, eraser, coin,} iron nail, glass marble, ball bearing, brass screw, strip of cloth, lead pencil, pin, needle, iron filings, paper, paperclip, staples, crayon, chalk.

A. Magnetic

objects:

items which you think will be

attracied to

a magnet.

B. Non-magnetic

objects:

items which you think will not be attracted

to

a magnet.

A. lvlagnetic objects B. Non-magnetic Objects

0bject Test 0bject Test

Nowtry picking up each

objectwith

a magnetto see if your guesses were correct. Tick

every correct guess in the table. How are the magnetic objects the same as each other

and different from

the

non-magnetic objects?

"it

!(

Compasses

Magnets can be identified hy theil elfects 0n certain substances.

Fill in

the

missing words on

the

compass below.

Words:

West South North East

South-east North-west South-west

North-east

N-w

S

N-e

Draw a plan of your classroom below. Put in a compass rose

to

show what directions north. south, east and west are in the classroom.

vr

_fz

Energy Review

1.

Choose two words for _{each item from the following list to describe tne sounds}

_trey

maKe. Glass breaking School siren Dog barking Person whispering Guitar strumming 3.

2. Name

the

instrument used

to

measure temperature:

At__

classify the _{following materials as either heat conductors}

_or

_{heat insurators.}

List one use

for

each material as a conductor

or

an insulator.

4.

Name the

four

major compass points:

1. 3.

5.

Circle

the

items below _{that would be attracted}

_to

_{a masnet.}

U\

R.l.C. Plblications ₃₈ I

-loud high

soft

row preasant clear unpleasant muffled

Conductor

ot

insulator? Use as a conductor or insulator

www. ricp u

blicatio

n s,co m. a

u

Copyr'ight lnlormation

The masteF contajned within ihis publi€tion may only be €ppduced by the original purch@ for

use with thon class{6), Ihe publisher pphibits the loding or onselling ot these maste6 for

purpos of @pbduclion.

R,l,C. Publiction5o

PO Box 332, Greenwood Westerf Alsiralia 6924 Tel: (08)9240 9888 Far (08)9240 1s13

Edail: mal @ricgroup.com.au lnt€rnationalleh +61 8 9240 9888

lnternational Fa* +61 8 92,10 1513

As pan or iis commih€nt to thee"',on-eir, ; .c. Pub calions is reduc ns ts use ol

amiiated lhook cove6 !!h e som6 sighl difierences may be noliceab e betrv€€n lhe laminared

andnon amir€i:r..ve6 lh.s€ diffecnces are oulwoigh€d by theenvonm€nralbenelits.

lilililriltilililililil1Iil

9 1