Cambridge Primary Science Teachers Resource Samples

Booklet 2

Cambridge PRIMARY

Science

Teacher’s Resource Samples

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A view from the publisher… why we have commissioned Cambridge Primary Science An enquiry-based, language-rich approach to learning with an international focus Methodology and approach Cambridge Primary Science is a flexible series that can be used to support a range of teaching methods in different settings. We do this by offering a variety of ideas for activities to support teaching and learning of each objective in the curriculum framework, from which you can select those most suited to your learners. In keeping with the Cambridge International Examinations curriculum framework, Cambridge Primary Science strongly supports a science curriculum in which enquiry is central. Support for the scientific enquiry learning objectives is embedded across the series, with full guidance for teachers on how to develop the required skills. Throughout, activities are suggested that will help learners to discover and investigate scientific concepts for themselves in an engaging way. Cambridge Primary Science is a truly international series, written for a global audience. Exercises focussing on scientific vocabulary and suggestions for classroom discussion are included throughout the series, thus supporting development of language as well as subject knowledge. Examples from a wide range of international settings are included and alternative activities are suggested in case certain materials are hard to come by in your part of the world.

Key features In our Learner’s Books, all required learning objectives are covered in an engaging visual layout and suggestions for hands-on activities encourage enquiry-led learning. The ‘Talk about it!’ features stimulates classroom discussion and the ‘Check your progress’ questions present assessment opportunities and help learners prepare for the Progression and Checkpoint Tests. In the Activity Books, additional exercises for each topic may be completed in class or set as homework. The exercises help to consolidate understanding, apply knowledge in new situations and develop scientific enquiry skills. Core vocabulary is developed in a dedicated language activity for each unit in Stages 3 to 6. The Teacher’s Resource Book with CD-ROM offers support for using all three components. The teaching ideas offer flexibility with plenty of activity suggestions, as well as guidance on differentiation, assessment and using resources available online. Additionally, a collection of worksheets supports suggested activities. The resource offers flexible delivery, with all content both in print and – in editable format – on the CD-ROM. We hope you enjoy your sample copy and don’t forget to visit education.cambridge.org/cambridgeprimary to find out more! The International Education team

Introducing… Cambridge Primary Cambridge Primary series In addition to our market-leading titles for Cambridge Checkpoint, Cambridge O Level, Cambridge IGCSE® and Cambridge International AS and A Level, we will be publishing an exciting new series for the Cambridge Primary curriculum frameworks developed by Cambridge International Examinations for Stages 1-6 and for the Cambridge Primary English as a Second Language (ESL) curriculum framework developed by Cambridge English Language Assessment. This will complete the learners’ journey with Cambridge materials from Primary to Pre-University. We are working with Cambridge International Examinations towards endorsement of the brand new suite of products for English, Mathematics and Science. Cambridge Global English will not go through the Cambridge endorsement process as it follows the curriculum framework developed by Cambridge English Language Assessment.

About the Cambridge Primary Curriculum Cambridge Primary, typically for 5–11 year olds, gives schools a curriculum framework to develop skills, knowledge and understanding in younger learners. Cambridge Primary provides guidance for curriculum development and classroom teaching and learning. It enables teachers to assess children’s learning as they progress with Cambridge Primary Progression Tests. [Cambridge English Language Assessment tests for learners at the Cambridge Primary stage are: Cambridge English Starters, Movers and Flyers and Key English Test (KET) for schools].

About Cambridge Primary Science Cambridge Primary Science fully covers the Cambridge Primary Science curriculum framework. The course offers plenty of teaching ideas to give flexibility, allowing teachers to select activities most appropriate to their classroom and learners. An enquiry-based style of teaching and learning is stimulated, with the scientific enquiry objectives integrated throughout to encourage learning of these skills alongside the scientific concepts. The language level is carefully pitched to be accessible to EAL/ESL learners, with concepts illustrated through diagrams to allow visual understanding and learning. There is dedicated support for practising scientific language and vocabulary. Comprehensive teaching support helps teachers to bring all elements of the course together in the classroom. ®IGCSE is the registered trademark of Cambridge International Examinations.

What is in your free sample? Included you will find a representative sample chapter for two stages of:

• Cambridge Primary Science Teacher’s Resource Book

There is another sample booklet available titled Science Booklet 1 which has within it sample chapters for two stages of:

• Cambridge Primary Science Learner’s Book

• Cambridge Primary Science Activity Book

To see samples of all stages as they become available simply visit education.cambridge.org/cambridgeprimary

What is in the complete series? Cambridge Primary Science

Learner’s Books

• Cambridge Primary Science Learner’s Book 1 - 9781107611382






Activity Books

• Cambridge Primary Science Activity Book 1 - 9781107611429






Teacher’s Resource Books

• Cambridge Primary Science Teacher’s Resource Book with CD-ROM 1 - 9781107611467






How do I order, find out more and register my interest? Simply visit education.cambridge.org/cambridgeprimary for more information on the series, extended sample material and to pre-order your copies!

Also available for Cambridge Primary… Cambridge Primary Mathematics

Learner’s Books

• Cambridge Primary Mathematics Learner’s Book 1 - 9781107631311






Games Books

• Cambridge Primary Mathematics Games Book with CD-ROM 1 - 9781107646407





• Cambridge Primary Mathematics Games Book with CD-ROM 6 -9781107667815


• Cambridge Primary Mathematics Teacher’s Resource Book with CD-ROM 1 - 9781107656833






We also have a comprehensive range of materials for Cambridge Checkpoint, Cambridge IGCSE, Cambridge O Level and Cambridge International AS and A Level. Simply visit education.cambridge.org for more information on all these series.

How do I order, find out more and register my interest? Simply visit education.cambridge.org/cambridgeprimary for more information on the series, extended sample material and to pre-order your copies!

Also available for Cambridge Primary… Cambridge Global English*

Learner’s Books

• Cambridge Global English Learner’s Book with Audio CD 1 - 9781107676091






Activity Books

• Cambridge Global English Activity Book 1 - 9781107655133







• Cambridge Global English Teacher’s Resource Book 1 - 9781107642263






*Cambridge Global English has not been through the Cambridge endorsement process.

We also have a comprehensive range of materials for Cambridge Checkpoint, Cambridge IGCSE®, Cambridge O Level and Cambridge International AS and A Level. Simply visit education.cambridge.org for more information on all these series.

Cambridge PRIMARY

Science

Teacher’s Resource

Unit Being alive

Jon Board Alan Cross

Unit

1

Teaching ideas Background knowledge

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Some things are alive, some are dead and some things have never been alive. The characteristics of living things are movement, respiration (needing air), sensitivity, growth, reproduction, excretion (producing waste) and nutrition (needing food and water). Learners do not need to memorise these characteristics at this stage. But they should start to think about the differences between things that are alive and things that are not. Some objects, such as rainbows and fire, may confuse learners. Be aware that some learners may not have experienced the death of a relative or a pet at this stage. However, some learners will have had this experience, perhaps recently. Treat this topic with care.

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Living things inhabit local environments. An environment needs to provide food and shelter for animals. An environment needs to provide suitable soil and the right amount of water and light for plants. (Plants need nutrients from the soil.) Animals and plants also need protection from predators (including humans) to survive. Different animals inhabit the same and different environments. For example, a bat and a pigeon may live in the same local habitat but eat slightly different foods, find food in different ways and sleep in different places. Some animals live in their natural habitats. Some animals are kept in unnatural habitats such as zoos. You may wish to talk about the work zoos undertake in the field of conservation in terms appropriate to the learners’ age.

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Animals produce young. These young grow into healthy adults who themselves produce young. Plants also have young. They produce seeds in the flower which are dispersed, for example, by wind or by insects. Insects also help in the fertilisation of seeds. The reproduction of plants is beyond the scope of this unit, but learners may ask about it.

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Humans need a healthy diet. Some foods are healthy, for example, fruit and vegetables contain fibre, minerals and vitamins. Other foods are less healthy, for example, high sugar foods. Too many of these foods can lead to tooth decay and obesity. A healthy lifestyle is important and includes healthy food choices, exercise and the right amount of sleep. Remember that learners at this stage will not have much control over their diet. Treat this subject carefully.

Cambridge Primary Science 1

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Unit 1 Teaching ideas

Unit overview Topic

Number of lessons

Outline of lesson content

Resources in Learner’s Book

Resources in Activity Book

Resources in Teacher’s Resource

1.1 Animals and plants alive!

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Learners find out that there are living things and things that have never been alive.

Activity 1.1

Exercise 1.1

Worksheet 1.1a

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Worksheet 1.1b

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Resource sheet 1.1

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Learning about the local environments which suit different animals and plants. Learners explore this for themselves.

Activity 1.2a

Exercise 1.2

Worksheet 1.2a

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1.2 Local environments

Activity 1.2b

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Worksheet 1.2b

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The focus in this lesson is baby animals and their parents. Learners make a model nursery for an animal of their choice.

Activity 1.3

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This lesson looks at the range of healthy and less healthy foods.

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Activity 1.4

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Worksheet 1.3

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Resource sheet 1.3b

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Resource sheet 1.3c Exercise 1.4

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Resource sheet 1.2c

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1.4 Healthy food and drink

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Resource sheet 1.2b

Exercise 1.3

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Resource sheet 1.2a

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1.3 Animal babies

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Worksheet 1.4a

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Resource sheet 1.4a Su Resource sheet 1.4b Su

Check your progress

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Questions

Worksheet 1.5

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Language


Scientific enquiry

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Support

Teaching ideas Unit 1

Ideas for the lesson

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Look at the picture on page 6 of the Learner’s Book and talk about things in the picture that are alive and things that have never been alive. Alternatively, you could use Picture 1.1 on the CD-ROM which includes further examples.

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Activity 1.1 in the Learner’s Book asks learners to go outside and observe living things. Higher achieving learners could use Worksheet 1.1a, which asks them to predict what living things they will find. Making predictions is an important scientific enquiry skill to be developed at this stage.

clipboards (one per pair or group) digital cameras (optional) safe invertebrates, such as snails or woodlice water and food trays bird seed modelling material or construction kits cardboard scissors glue sticky tape nursery items such as food, water, shelter pictures of food to cut out fruit and vegetable examples, or pictures of food plants that grow locally small samples of fruit skewers

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This topic will allow you to find out about the learners’ understanding of the range of living things and see whether they understand the distinctions between living and non-living and never been alive.

Learning objectives

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Know that there are living things and things that have never been alive.

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Try to answer questions by collecting evidence through observation. Record stages in work.

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Curriculum links

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Use Exercise 1.1 in the Activity Book to encourage learners to talk some more about living things and non-living things in the context of a pet and garden centre. Learners are asked to talk about how the pet and garden centre owner cares for the animals and plants in her shop. Learners might think about drink, food, space and the home provided for the animals. Or the water and light provided for the plants.

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Worksheet 1.1b gives further support in talking about living and non-living things. It is set in the context of a farm, which links with the next topic on environments.

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Resource sheet 1.1 provides the words to learn for this topic. You could use these to support lower achieving learners, or use them to start a wall display for this unit. Learners could produce pictures of animals and plants to go in the ‘alive’ section of the display, and pictures of, for example, tractors, rocks and clouds, to go in the ‘nonliving’ section of the display.

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Know that plants and animals are living things.

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An alternative to making a tour of the school grounds with the learners would be for you to collect examples from around the school, such as pets and plants. Learners should not forget that humans are also living things. So you can talk about adults and young people too. Worksheet 1.1a can be used for this alternative as well. Here, the learners think about the living things they might find, note the living things found and are encouraged to group them into animals and plants, allowing them to practise the science skills of sorting and grouping.

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Topic 1.1 Animals and plants alive!

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Resource list

This topic links to environmental studies as the learners are looking at the range of living things in the world. This should help them appreciate the beauty and wonder of the natural world and realise that it is something that should be cared for. There is an opportunity to link to mathematics in Activity 1.1 if learners are involved in sorting and classifying living things, comparing their heights and measuring them using standard and nonstandard units.


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Unit 1 Teaching ideas Ask learners to tell you about animals and plants that they see in the environment.

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Talk about the photographs on page 7 of the Learner’s Book. Ask learners to identify things that are living and things that are non-living. Picture 1.1 on the CD-ROM might come in useful here as well. Higher achieving learners should be expected to give reasons for their answers; for example, living things need food and water, living things can move, and living things have young. You could end the lesson by asking learners questions such as: Is a rainbow alive? Which is alive, the nest or the bird?

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Notes on practical activities

predictions is another scientific enquiry skill to be developed at this stage. Check (as far as possible) that the areas that you visit are free from poisonous or stinging plants. Also check for any allergies to plant material and for hayfever. Make sure that learners wash their hands after the activity. Ensure that learners are wellsupervised at all times, particularly in areas where there may be vehicles.

Internet and ICT

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The website www.bbc.co.uk/nature/collections/ p00fxfvq includes a film of baby animals. It would be a great starting point for talking about animals. However, make sure you watch it beforehand to check there is no content that would be inappropriate for your learners. The film is well signposted and you could choose not to use all of it.

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Activity 1.1 Each pair or group will need: clipboard digital camera (optional).

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Assessment

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Can learners describe animals or plants as living things? Give learners pictures or real examples. Can they talk or write about the features?

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Allow learners the opportunity to observe in the school grounds. Tell them that the search outside is to answer the question ‘What living things can we find?’ and that they will be collecting evidence through observation (looking). This is a scientific enquiry skill required at this stage. Learners can develop recording skills by making sketches or taking photographs of the living things they find. This will encourage them to look at the plants and animals outside and recognise them as living things (make sure that learners are able to distinguish between living things and non-living things). Focus the learners’ attention on where plants grow and where animals are observed, for example in trees, under logs or stones and in the soil. Give learners an objective, for example, to find six things. This will encourage them to look harder. Another way to encourage careful observation is to ask questions such as ‘What is the tallest living thing you can observe?’ This question could also be linked to mathematics if you involve the learners in comparing heights and measuring using non-standard and standard units. Higher achieving learners could use Worksheet 1.1a for this activity. This worksheet asks learners to predict what living things they might find before they start the search and to record those they do. Comparing what happened with

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Can learners identify living things and things that have never been alive? Ask learners to sort pictures of living and nonliving things. They might colour code them.

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Learners could self-assess their drawings from Activity 1.1. Ask them to say two things that they think are good about them and one thing that they would like to improve. Higher achieving learners could self-assess the accuracy of their predictions about what living things they would find in Activity 1.1, as recorded on Worksheet 1.1a.

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Differentiation

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Support lower achieving learners by selecting very familiar examples of living and non-living things and assisting them with vocabulary. As stated previously, Resource sheet 1.1 could be useful for this group of learners.

Teaching ideas Unit 1 Higher achieving learners could be asked to make predictions about what living things they might find in Activity 1.1 and record them using Worksheet 1.1a.

Common misunderstandings and misconceptions

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Learners are often confused about whether the following are living things or non-living things: a river, a cloud, a clock, a rainbow, a flame.

Worksheet 1.1b. Ask learners to draw four of their favourite living things. These pictures could be used for a wall display for the unit, as suggested as a lesson idea.

Worksheet 1.1b The following things should be circled: goat, horse, cow, sheep, duck, bird, chicken, goose, trees, flowers, grass and bushes.

This topic encourages learners to think about the many local environments that animals and plants live in. Living things often share a local environment but live quite different lives.

Learning objectives

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Explore ways that different animals and plants inhabit local environments.

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Answers to Activity Book exercises Exercise 1.1

Sorting: learners create a set of animals and a set of plants.

Topic 1.2 Where do I live?

Homework ideas

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Results of observation: what living things were found.

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Make predictions.

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Make comparisons.

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Learners should colour in everything that is alive, for example like this:

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Explore and observe in order to collect evidence (measurements and observations) to answer questions. Compare what happened with predictions. Model and communicate ideas in order to share, explain and develop them.

Curriculum links This topic links to environmental education. It is about living things living in local environments. Learners might find out about a local environment and think about the impact which people have, or might have, on it.

Learners are asked to talk about how the pet and garden centre owner cares for the animals and plants in her shop. Learners might think about drink, food, space and the home provided for the animals. Or the water and light provided for the plants.

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Activity 1.2b links to design and technology when learners are asked to design a way to help birds. There are opportunities to link to literacy if you use the stories suggested in the ideas for the lesson.

Answers to Worksheets


Worksheet 1.1a

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Prediction: accept any sensible suggestions about the living things that might be found.

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Use the large picture in the Learner’s Book on page 8 to find out what learners know about animals and the local environments in which they live. Alternatively, you could use Picture 1.2 on the CD-ROM, which shows a Cambridge Primary Science 1

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Remind learners about Worksheet 1.1b. What animals were there on the farm? Talk about what a farm does. Point out that some farms produce crops (plants that we eat), some produce animals that we eat (many learners may not make the link between animals on farms and the meat they eat – treat this subject with care) and some produce both.

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You could read the story of The Gruffalo by Julia Donaldson. All the animals have different houses and yet they live in the same woods. They all want to eat the mouse. What else can they eat?

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Ask learners to talk about animals they see in the local area. These may be pets (animals kept in the home), farm animals and wild animals. Ask them to talk about how wild animals choose where to live and that they must have certain things (food, water, shelter, and so on).

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Exercise 1.2 in the Activity Book involves matching animals to their environments. It allows learners to make comparisons. You could use it to start a discussion or as a quick assessment of learners’ knowledge and understanding.

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Worksheet 1.2b could be used to support lower achieving learners. Learners are asked to cut out pictures of animals and stick them or the picture of the environment they live in.

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Resource sheet 1.2c provides the words to learn for this topic. You could also use these to support lower achieving learners. Add them to the wall display for the unit. Learners could be asked to draw some different environments, things you would find on a farm (for example animals, crops and objects such as tractors), and pets (domestic animals) to add to the display. You could use these questions at the end of the lesson: Where do birds build their nests? Why does a frog live near water? What does a plant need to grow? (The final question is more suitable for higher achieving learners, unless you have already taught Unit 2.)

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Bring some safe invertebrates, such as snails or woodlice, into class for a few days. Ensure that you care for them well and ask learners to talk about their care. Discuss where these animals are found. Ensure you return the animals to their natural environments after you have studied them, and explain to learners why you must do so.

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Most schools have birds visiting the site during the school day. Before introducing Activity 1.2b, you might use the extension activity to ask learners to observe (look at) the birds and where they are seen. Learners can then carry out Activity 1.2b to design a feeding station for the birds. Point out that providing food and water makes the environment better for the birds. The availability of food is very important in making an environment suitable for an animal or plant to live in.

Hand out animal pictures to half the class. To the rest, hand out pictures of environments. (You will find suitable pictures on Resource sheets 1.2a and 1.2b.) Ask learners to speak to one another and to match each animal with an environment it could live in.

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1.2a. Take the class outside to observe plants growing. Focus their attention on where plants do and do not grow.

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variety of animals in different environments. If you use this picture you might ask higher achieving learners to suggest why the environments are suitable for the animals shown in the pictures. Suggesting ideas is an important scientific enquiry skill to be developed at this stage.

Ask the learners to think back to what they did in the last lesson. Where did they find living things in the school grounds? At this point learners could do Activity 1.2a. This activity introduces learners to environments where plants grow. Ask learners to predict where they might find plants growing in the school grounds. Higher achieving learners could record their predictions on Worksheet


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Notes on practical activities Activity 1.2a Each pair or group will need: clipboard digital camera (optional).

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Ask learners to talk with others and to think about how they might design a bird feeding station. What would they include? A perch? Water? Food? A roof ? There is the opportunity here to practise the scientific enquiry skill of modelling and communicating ideas in order to share, explain and develop them. Ask the learners to draw sketches to show their ideas. If you have time, and appropriate materials, then you might ask learners to make the feeding station they have designed. You could challenge learners further by asking them to suggest ways that they could encourage more birds. As well as providing food directly, this could involve sowing seed-bearing plants or plants that will encourage insects.

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Ask learners to identify the features that plants appear to like, for example, soil to grow in, space to grow, little disturbance and water. Learners can develop the scientific enquiry skill of recording stages in work as they record what they find using drawings, photographs or both. Higher achieving learners can record their predictions and their findings on Worksheet 1.2a. All learners can compare their findings with their predictions. They can also make comparisons between different areas in terms of how many plants they found. Making comparisons and comparing what happened with predictions are both scientific enquiry skills to be developed at this stage.

Begin by asking the learners to talk about the birds they see on the school site. Encourage them to talk about the different types of birds (describing the differences in appearance, at least). Allow the learners to look outside for a short period of time (five or ten minutes). Can they see birds? Where do they see birds?

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Before going outside, learners should predict where they might find plants growing. Allow learners to then examine areas on the school site that are different in character, for example, a place where there is lots of good soil and a place where there is not much soil. Tell them that the search outside is to answer the question ‘Where do plants grow?’ and that they will be collecting evidence through observation (looking). This is a scientific skill required at this stage. Learners could consider environments that are very unsuitable for plants (a roadway) and more suitable areas (a flower bed or field). Encourage learners to talk about what they observe and to explain what they see.

Internet and ICT

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As in Topic 1.1, check (as far as possible) that the areas that you visit are free from poisonous or stinging plants. Also check for any allergies to plant material and for hayfever. Make sure that learners wash their hands after the activity.

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Ensure that learners are wellsupervised at all times, particularly in areas where there may be vehicles.

Activity 1.2b

Each pair or group will need: water and food trays bird seed.

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The website www.bbc.co.uk/learningzone/ clips/how-have-different-animals-adapted-totheir-habitats/12665.html shows animals in

their habitats. Turn the sound down and ask the children to talk about what they see. The film shows lizards, penguins, camels, birds and bats. Make sure that all these are culturally appropriate before using the film. The website www.sebastianswan.org.uk/swan/ bksw.html is an online book about the life of Sebastian Swan. This could lead to thought and discussion about the places that swans and other birds and animals live. The website www.gruffalo.com/ is the official website for all things connected to The Gruffalo story.

Assessment

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The resources above can be used to illustrate the requirements for a feeding station. Learners will develop important scientific enquiry skills here associated with modelling and communicating ideas.

Can learners describe the ways that different plants live in local environments? You might make use of Worksheet 1.2a to elicit the ideas of the learners.

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Can learners describe the ways that different animals live in (inhabit) local environments? Ask learners to talk about local environments, and how animals live there, for example in a lake, up in a tree, amongst Cambridge Primary Science 1

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Answers to Activity Book exercises

Learners could self-assess Activity 1.2a by thinking about what they did well and what they would like to improve if they repeated the activity. Learners could look at another learner’s design for helping the birds in Activity 1.2b and say two things they like about it and one thing that could be improved. Higher achieving learners should be asked to explain how this thing could be improved.

goat – field duck – river crab – seashore bird – tree

Differentiation

Learners may not realise that wild animals choose where they make a home, for example a nest, very carefully. Learners may not realise that wild animals living in the wrong place will have to move or they will die.

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Homework ideas

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Worksheet 1.2a Prediction: accept any sensible suggestions about where plants might grow. Results of observation: where plants were found.

Worksheet 1.2 b

forest: owl, deer, squirrel

river and bank: duck, swan, fish

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seashore: crab, starfish, sea bird, dolphin (Note: fish may be placed here.)

Topic 1.3 Animal babies This topic appeals to learners’ interests in animals and in young animals in particular. It refers to the young of a number of animals and how these young can grow into healthy adults who themselves can have young.

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Lower achieving learners would benefit from being provided with extra support in terms of structure in tasks, modelling and vocabulary support (Resource sheet 1.2c would be useful for this). The matching activity, Exercise 1.2, would be particularly suitable for this group of learners. You could use a story format, as in The Gruffalo or the story about Sebastian Swan. Provide opportunities for learners to talk about what they see. Be prepared to challenge them as appropriate, to give them the opportunity to develop their ideas. Cater for higher achieving learners by asking them to make a number of suggestions and to explain what they think. For example, when talking about a desert environment you might ask them the question: ‘Why don’t many plants live here?’

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Exercise 1.2

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the bushes. You could use Activity Book Exercise 1.2 to make a quick assessment of learners’ knowledge.

Learning objectives

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Know that humans and other animals produce offspring which grow into adults.

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Suggest ideas and follow instructions.

Curriculum links

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Exercise 1.2 in the Activity Book. Worksheet 1.2b. Ask learners to list the living things they can see from a window at home.


Record stages in work. Model and communicate ideas in order to share, explain and develop them.

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This topic only discusses the offspring of humans and animals. However, you could make a link to Unit 2, where young plants are discussed, and point out that plants also have ‘babies’. There are links with design and technology as learners will design and make a nursery for young animals.

Teaching ideas Unit 1 and baby animals (including humans) for the display.

Ideas for the lesson Talk about the picture of adult and baby animals on page 10 of the Learner’s Book. Alternatively, you could use Picture 1.3 on the CD-ROM, which offers the opportunity to extend the examples being considered to include young that look very different to their parents. Talk to the learners about adults and their young, using the questions in the Learner’s Book as a guide for the discussion. The picture of the animal nursery illustrates a number of talking points, for example, What are the zoo keepers doing? You could talk about the years of care humans give to their young, then compare this example to that of a baby duck who is only looked after by its parents for a few weeks. If possible, arrange a class visit to either a zoo or a farm to look at animals and their babies.

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The website www.fossweb.com/modulesK-2/ AnimalsTwobyTwo/index.html could be introduced at this point.

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Resource sheets 1.3a and 1.3b provide pictures of baby animals and the adults. Learners could play a matching game using these pictures. This game would be particularly suitable for lower achieving learners.

Exercise 1.3 in the Activity Book can be used to reinforce the idea that babies grow. Explain that in time young animals grow into adults. This exercise also extends learning and gives learners the opportunity to practise comparing, predicting, modelling and communicating, and deciding what to do to answer a science question.

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Play the game: I am a …………. , my babies are called …………. . For example, I am a cat, my babies are called kittens. This is an opportunity to work on vocabulary. You can use the following questions to summarise the learning in this lesson: Are most young animals like their parents? What is a young goat called? Why do some animals have lots of babies? The last question is particularly suitable for higher achieving learners as it involves understanding the dangers that young animals face in the wild, linking back to Topic 1.2 about environments.

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Notes on practical activities Activity 1.3

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Each pair or group will need: modelling material or a construction kit cardboard scissors glue sticky tape nursery items such as food, water, shelter.

Talk briefly about the needs of animals: shelter, food and water.

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Activity 1.3 asks learners to make a model of a nursery for an animal. Higher achieving learners could be asked to draw a plan of their nursery before they make it. They could use Worksheet 1.3 to record their ideas and help to develop the scientific enquiry skills of suggesting ideas and recording stages in work.

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You could use Activity 1.3 to begin a discussion about how to care for young animals and humans. Some learners may have younger siblings or young pets they can talk about.

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Resource sheet 1.3c gives the words to learn for this topic. These could be used to support lower achieving learners. You could also add them to the wall display for this unit. Ask learners to draw pictures of adult

• • • • • •

Models could be made from paper and card, modelling material, clay or a construction kit. Learners can design an ideal nursery for an animal of their choice. Ask learners to think about what should be included in their nursery, for example, a bed, a shelter, water, food and a space to play. Higher achieving learners could be asked to plan their nursery more carefully and record their ideas on Worksheet 1.3. This activity is an opportunity for learners to talk about the needs of young animals for food, water and shelter. They should suggest, model and communicate ideas. These are all important scientific enquiry skills to be developed. The picture on page 11 of the Learner’s Book shows a baby monkey. If learners are unable to think of a baby animal of their own, then they could design a nursery for this baby. Cambridge Primary Science 1

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Internet and ICT

Homework ideas

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•

Learners can look at another learner’s nursery from Activity 1.3. They should say two things that they like about the design and one thing that they would like to change. Higher achieving learners should be asked to say why and how they would change this one thing.

Differentiation

Support lower achieving learners by providing many concrete examples and opportunities to talk about what they see and their experiences. Resource sheets 1a–c may be useful for these learners. Assist with their vocabulary. This group will find the website mentioned above particularly useful. Cater for higher achieving learners by expecting them to be able to talk about a wide range of animals and their babies. This group could be introduced to the idea of life cycles. Challenge them with more examples, for example by making use of Picture 1.3 on the CD-ROM.

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1 2

The baby is growing. Learners should draw a slightly larger footprint. Sheena will need bigger shoes. Accept any sensible suggestions about taking measurements of the baby’s hand growth.

Answers to Worksheets Worksheet 1.3

Animal: any suitable animals may be chosen.

Animal’s needs: accept any sensible suggestions, for example, shelter, food, drink, environment. Materials required: accept any suitable suggestions of what materials would be needed. Drawing: learners draw their nursery ideas.

Topic 1.4 Healthy food and drink

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Exercise 1.3

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3 4

Assessment

Ask learners to choose two animals, find out something about them and draw pictures of the adult and young.

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The website www.fossweb.com/modulesK-2/ AnimalsTwobyTwo/index.html includes a simple game with photos of baby animals which need to be matched to photos of adult animals. Most of the matches are straightforward and this might be especially beneficial for lower achieving learners. Learners could make a presentation of photos of themselves as babies, or of their younger siblings.

Some learners may think that babies are identical in every way to the adults they grow in to, but smaller. Explain that babies are often similar to adults, but that they develop as they grow. Some young, particularly invertebrates, and some birds, amphibians and reptiles, are very different from their parents. A wider range of examples can be considered on Picture 1.3 on the CD-ROM.


In this topic, learners have the opportunity to think about healthy and less healthy foods. They are asked to think about a range of foods and to compare what they eat themselves to healthy foods. They learn that many foods are good for you, but that some should only be eaten in small quantities at any one time.

Learning objectives

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Know about the need for a healthy diet, including the right types of food and water.

• • •

Suggest ideas and follow instructions. Record stages in work. Make comparisons.

Curriculum links

•

You can make a link to Unit 2 if you explain that fruit and vegetables come from plants. Learners could be encouraged to think about which parts of the plant are used for food.

Teaching ideas Unit 1 This topic links to personal and social education and to health education. It focuses on the need for a healthy diet and taking care of our bodies.


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Ask learners to look at a selection of foods. Resource sheet 1.4 could be helpful here. Discuss with them what the foods are and whether they think the foods are good for you or not so good for you. Sort the foods into three groups, for example: foods which are mostly good for you, foods which are good in some ways but can be a problem if eaten too much and foods which should not be eaten too often.

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Supply food for the learners to make a healthy fruit kebab. You could bring in different types of fruit and cut them into bite-size pieces. Learners can thread the pieces onto skewers. Learners will have the opportunity to handle, talk about and discuss the various fruits.

Take care when asking learners to eat in class. Make sure that learners wash their hands before the activity. Check for any food allergies or intolerance. Follow local regulations about handling and preparing food.

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Show the learners two plates. Put a set of healthy foods on one plate and a set of less healthy foods on the other. Ask learners to talk about the positive and negative effects of different foods, but try to avoid confusion.

Be aware that skewers are sharp, so show learners how to use them safely.

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You could use the simplified food pyramid on the website www.globaleye.org.uk/primary_ spring2002/focuson/index.html at this point.

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Activity 1.4 asks learners to develop their recording skills by drawing what they have eaten today and to compare it with a healthy meal. Making comparisons is an important scientific skill to develop at this stage.

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The Learner’s Book introduces the idea that fruit and vegetables come from plants. You could bring in examples or pictures of food plants that grow locally.

Talk about the picture on page 12 of the Learner’s Book. Alternatively, you could use Picture 1.4 on the CD-ROM. There are prompts for discussion in the Learner’s Book. These opportunities for talking are very important in science as it is an opportunity to use the science vocabulary and to share and explore ideas.

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This activity is most suitable for higher achieving learners. It asks them to suggest ideas and record their work, both of which are important scientific enquiry skills.

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Ask learners to design their own healthy meal. They could use Worksheet 1.4a to record their ideas. Recording stages in work is a scientific enquiry skill to be developed at this stage. Present learners with a wide range of foods from which they can select foods for a meal. You might ask different groups to deal with breakfast, lunch and an evening meal. Can they talk about good combinations? Can they talk about healthy foods and less healthy foods? They could use pictures of food cut from magazines, or they could choose from the pictures of healthy foods on Resource sheet 1.4a.

Use Exercise 1.4 in the Activity Book to encourage learners to think about healthy and less healthy foods. There is an opportunity for learners to add their own ideas. Challenge higher achieving learners to give ideas for breakfast, and then other meals or for a party dinner.

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Worksheet 1.4b asks children to classify foods as healthy or unhealthy. Assist lower achieving learners by talking through the healthy and unhealthy foods before they try the worksheet.

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Resource sheet 1.4b gives the words to learn for this lesson. Use it to support lower achieving learners. You could also add to the wall display for this unit by asking learners to draw pictures of sugar, salt, fat, a healthy person doing exercise, and a range of food.

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Invite a health professional into class to talk the learners about healthy diets. You could use these questions at the end of the lesson to summarise the learning: Should you eat lots of salty foods? Why are sugary foods and drinks bad for you? Why is fruit good for you?

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Activity 1.4

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Each pair or group will need: pictures of food to cut out.

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Learners’ should draw what they have eaten today, or stick on pictures of foods that they have eaten. They then compare their plate with a plate of healthy food. Learners should be presented with a wide range of pictures of foods from which they can select foods.

Differentiation

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Support lower achieving learners by providing real life examples of different foods and making use of posters and prompts with relevant language, and so on. Ensure that learners focus on the different effects that healthy and less healthy foods can have on the body. Cater for higher achieving learners by expecting them to deal with a wider range of food and food categories. Challenge them by expecting them to explain why some foods are healthy and others less so. This group of learners would find the simplified food pyramid particularly useful when explaining their choices when they design their own healthy plate of food.

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You could show learners a plate of healthy food for them to make comparisons with. Alternatively, learners could choose foods from the selection of pictures they have, or they could draw a plate of healthy food – Worksheet 1.4a could be used here. You could extend this part of the activity further by asking learners to design their own healthy meal. Look back to the notes in the lesson ideas section for Worksheet 1.4a. Can they talk about good combinations? Can they talk about healthy foods and less healthy foods?

Learners can self-assess their plate of food from Activity 1.4. Can they say if it is healthy or unhealthy? Learners can look at another learner’s design for a plate of healthy food and say whether it is healthy or not. Higher achieving learners should be expected to give reasons to support what they say about the plate.

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Internet and ICT

The website www.globaleye.org.uk/primary_ spring2002/focuson/index.html contains a useful simplified food pyramid.

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Assessment

Can learners talk about the need for a healthy diet? Are they able to link diet to aspects of good health?

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If learners decide that what they have eaten today could be healthier, ask them to suggest changes that could make it more healthy. Suggesting ideas is another important scientific enquiry skill. Be aware that learners of this age may not have much control over what they eat at home, so treat this subject with care.

Can learners describe examples of the right types of food and water in a healthy diet? For example, you could ask learners to describe a healthy meal for a given person, such as a young child. Show learners a collection of foods. Can they talk about why some are less healthy? For example, sugary drinks can damage your teeth.


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Many children are confused by the term ‘diet’. They confuse a slimming diet with a healthy diet.

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Take care with the word ‘fat’ as many children see it as a descriptive term for overweight people. Explain that is a food type. Be aware that in most households children are not in control of what they eat. Look for ways to communicate positive messages to parents and carers.

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Homework ideas

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Worksheet 1.4b. Ask learners to list the foods they eat tonight at home and then describe them as healthy or less healthy foods.



4

Exercise 1.4 The following foods should be circled: banana, pineapple, chicken, rice, tomato, grapes, milk, lettuce and cucumber.

adult frog – group of tadpoles Healthy foods: milk, apple, orange, sweetcorn, chicken, fish. Note: salt can be included (you might talk about salt being essential but never too much).



Worksheet 1.5

Healthy foods should be stuck onto the plate.

Worksheet 1.4b Healthy food for Harry: chicken, apple, pear, milk, egg, carrot, banana, water. Unhealthy food for Sam: burger, butter, sweets, chocolate, cola, pop.

This baby is alive. He needs milk to stay healthy. Food will help him to grow.

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Worksheet 1.4a

He needs to live in a safe environment. In time, he will grow into an adult.

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Note: margarine can go into either group.

Topic 1.5 Check your progress Learning objectives

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Review the learning for this unit.

Learners can be asked to answer the questions on the ‘Check your progress’ pages of the Learner’s Book. These questions cover topics from the whole unit. Some answers are ambiguous, which will lead to discussion that will help to assess learner’s understanding of this unit.

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Worksheet 1.5 covers ideas from the whole unit and practices some of the core vocabulary.

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Answers to Learner’s Book questions Check your progress 1 2 3

Alive: frog, dog, cats and kittens, bears, birds Never alive: metal, fire, water, clouds desert: meerkat, camel, scorpion pond bank: duck, frog, dragonfly, newt Note: snake can go into either group. adult bird – chick adult goat – kid adult cheetah – two cheetah cubs Cambridge Primary Science 1

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Resource sheet 1.1 ✂

Plant hunt Name: ________________________

living

Date: ________________________

What plants can you find outside the classroom?

plant

Example

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Label the stem, leaves and flowers then draw how the roots might look. Small plant

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flower

animal alive leaves

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stem

roots

Another plant

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Large plant

nonliving

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look

Cambridge Primary Science 1 © Cambridge University Press 2014

Resource sheet 1.2a Plant hunt Environment cards

✂

Name: ________________________

Date: ________________________


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Label the stem, leaves and flowers then draw how the roots might look. Example

Small plant

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flower

leaves

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stem roots

Another plant

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Large plant


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Resource sheet 1.2b Plant hunt Animal cards

✂

Name: ________________________

Date: ________________________


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Small plant

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flower

leaves

ts

stem roots

Another plant

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af

Large plant

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Resource sheet 1.2c ✂

Plant hunt

environment

Name: ________________________

Date: ________________________


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Small plant

flower

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farm leaves

ts

stem roots

pet

Another plant

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Large plant

compare Cambridge Primary Science 4 © Cambridge University Press 2014

27

Resource sheet 1.3a Plant hunt Baby animal cards

✂

Name: ________________________

Date: ________________________


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Small plant

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flower

leaves

ts

stem roots

Another plant

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af

Large plant

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Resource sheet 1.3b Plant hunt Parent cards

✂

Name: ________________________

Date: ________________________


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Small plant

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flower

leaves

ts

stem roots

Another plant

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af

Large plant


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Resource sheet 1.3c ✂

Plant hunt

baby

Name: ________________________

Date: ________________________


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Small plant

flower

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calf leaves

ts

stem

human roots

Another plant

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af

Large plant

young

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Resource sheet 1.4a ✂

DayPlant

hunt

DayName: ________________________

Worksheet 1.2a

Date: ________________________

DayWhat plants can you find outside the classroom?

Example

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am

flower Draw and label the plants at the end.

leaves

ts

stem roots

Another plant

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Large plant

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Conclusion

Do plants need water to grow? ____________________________________________ What happens if plants have no water? _____________________________________ ______________________________________________________________________


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Resource sheet 1.4b ✂

Plant hunt

healthy

Name: ________________________

Date: ________________________


Example

Small plant

food

am

flower

fat

leaves

ts

stem roots

Another plant

sugar

dr

af

Large plant

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Label the stem, leaves and flowers then draw how the roots might look.

salt 32


Worksheet 1.1a Plant hunt What living things can we find? Name: ________________________

Date: ________________________

Name: ___________________ Date: ___________________ What plants can you find outside the classroom?

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ILabel think I can find these living things: the stem, leaves and flowers then draw how the roots might look. Example Small plant _________________________________________________

flower

_________________________________________________

am

_________________________________________________ _________________________________________________

ts

stem leaves _________________________________________________ roots

What I actually found: Large plant

Another plant

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_________________________________________________

dr

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________


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Worksheet 1.1a

Now the living things into animals and plants and draw Plantsort hunt them below. Name: ________________________

Write a label for each group.

Date: ________________________


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Small plant

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flower

leaves

ts

stem

roots ______________________________________ Another plant

dr

af

Large plant

______________________________________ 34 34


Worksheet 1.1b DayPlant

hunt On the farm

DayName: ________________________

Worksheet 1.2a Worksheet 1.2a

Date: ________________________

Name: ___________________ Date: ___________________



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Draw a circle around each of the living things. Small plant

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leaves

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stem roots

Another plant

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Large plant

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Conclusion



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Worksheet 1.2a Plant hunt Where do plants grow? Name: ________________________

Date: ________________________


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the stem, leaves and flowers then draw how the roots might look. ILabel think plants will grow here: Example

Small plant

flower _________________________________________________

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_________________________________________________ _________________________________________________ _________________________________________________ leaves

ts

stem

Where I foundroots plants: Large plant

Another plant

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_________________________________________________ _________________________________________________

dr

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Worksheet 1.2b Plant hunt Who lives here? Name: ________________________

Date: ________________________

Name: ___________________ Date: ___________________ What plants can you find outside the classroom? .

Example

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am

flower

leaves

ts

stem roots

Another plant

dr

af

Large plant


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Worksheet 1.2b

Cut outhunt these pictures of animals. Plant Stick them on the right picture to show where they live. Name: ________________________ Date: ________________________ What plants can you find outside the classroom?

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Small plant

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flower

leaves

ts

stem roots

Another plant

dr

af

Large plant

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Worksheet 1.3 Plant hunt Plan an animal nursery Name: ________________________

Date: ________________________


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stem, leaves and flowers then draw how the roots might look. ILabel amthe planning a nursery for a: ________________________ Example

Small plant

flower

This animal needs:

am

_________________________________________________ _________________________________________________

ts

stem leaves _________________________________________________ roots

To build materials: Large plantmy nursery I need these Another plant

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_________________________________________________

dr

_________________________________________________ _________________________________________________ _________________________________________________


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Worksheet 1.3

This what my nursery will look like: Plantis hunt Name: ________________________

Date: ________________________


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Small plant

am

flower

leaves

ts

stem roots

Another plant

dr

af

Large plant

40


Worksheet 1.4a DayPlant

hunt My healthy plate

DayName: ________________________

Worksheet 1.2a

Date: ________________________

Name: ___________________ Date: ___________________


Example

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am


leaves

ts

stem roots

Another plant

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Large plant

dr

Conclusion



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Worksheet 1.4b Plant hunt Feed the giants Name: ________________________

Date: ________________________


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Label the stem, leaves and flowers thenSam, draw how the roots might look. Our two giants, Harry and need to be fed.

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Example Smallunhealthy plant Sam is unhealthy because he eats food. flower Harry eats only healthy food.

leaves

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stem roots

Another plant

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Large plant

Draw arrows to show which foods Harry would eat and which foods Sam would eat. 42


Worksheet 1.5

Worksheet 1.2a

DayPlant

hunt Keeping a baby healthy

DayName: ________________________

Date: ________________________

Name: ___________________ Date: ___________________


Label the stem, leaves and flowers then draw how the roots might look.

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Write the right word into the space in each sentence. Example Small plant flower Draw and label the plants at the end.

environment

healthy

baby

grow

adult

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This _________________________ is alive.

He needs to live in a safe

leaves

_________________________

ts

stem roots

Another plant

af

Large plant

_________________________

Conclusion

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In time, he will grow into an

Do plants need water to grow? ____________________________________________

Food will help him to

What happens if plants have no water? _____________________________________

_________________________

______________________________________________________________________

He needs milk to stay

_________________________ Cambridge Primary Science 1 © Cambridge University Press 2014

43

Cambridge PRIMARY

Science

Teacher’s Resource

3 Unit 6 Forces and movement

Jon Board Alan Cross

Unit

6


Teaching ideas Background knowledge

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This topic is an introduction to everyday forces such as pushes, pulls and friction. You can make it more accessible to learners by using familiar examples such as push-pull toys, sports and games. You will teach about how forces make things move, stop and change direction. Forces can make things move, for example, when you kick a ball or pull a door open. The object will not move until a force is applied. Learners sometimes do not recognise very small forces as forces. One example would be lifting a sheet of paper. In this case, the pulling or lifting force is so small that we hardly notice it, but it is a force. We use forces to stop moving objects such as a ball rolling towards us. In order to stop the ball, we must apply a force. Even a small stopping force is still a force. When a larger object like a trolley is moving, we have to apply a larger pulling or pushing force to stop its movement.

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We regularly use forces to change the shape of objects. In the kitchen, we will push and pull to knead dough, tear bread or break an egg. Learners will be familiar with modelling materials and, perhaps, clay where they push, pull, press and squeeze the material to change its shape. We are surrounded by materials that are easy to shape, such as paper, card, plastics, fabrics, clay and foodstuffs. You will teach learners about the newton (N), the unit of measurement for force. They will learn to use forcemeters calibrated in newtons. Learners will be taught that the force of friction is a force that acts when two surfaces are in contact.

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Friction is a force that you experience every day. If you rub your hands together, you will feel the friction, and that this slowly warms your hands. The force of friction occurs when any two surfaces come into contact and rub against one another. Friction is present whether or not the surfaces are moving relative to each other, but in this unit we only consider friction that is present when two surfaces are moving against each other. The amount of friction between two surfaces depends on the surfaces. There is less friction between the sole of a shoe and ice than between the same sole and tarmac. This is why it is easier to slide on ice than it is on tarmac. Learners just need to know that friction acts between two surfaces that are in contact and moving against each other, and that the size of the friction force depends on the materials that make up the surfaces. Friction slows things down. For example, friction between the tyres of a car and a roadway slow the car down. Friction can also help us, for example, the brakes of a car use friction to slow the vehicle. Learners will experience friction when they slide down a playground slide, or when they fall on a hard surface and the friction painfully breaks the skin on their knees.


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Unit overview Topic

Number of lessons

Outline of lesson content

Resources in Learner’s Book

Resources in Activity Book

Resources in Teacher’s Resource

6.1 Push and pull

1−2

Observing and talking about familiar forces in action.

Activity 6.1

Exercise 6.1

Worksheet 6.1a

Observing and talking about how forces can change the shape of things.

Activity 6.2a

1−2

Su

Su Worksheet 6.1b

Su Exercise 6.2

Activity 6.2b

Worksheet 6.2b

Ex

Questions 1, 2, 3

6.4 Forcemeters

1

Observation and qualitative judgements about the magnitude of forces.

2

Using a forcemeter.

Activity 6.4

Learning to use the newton to measure forces.

Questions 1, 2

Investigating friction.

Activity 6.5

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6.6 Check your progress

Questions 1, 2

Exercise 6.3

1

L

Language

dr

Ex Extension

Checking learner’s understanding.

Exercise 6.4

Worksheet 6.3

Worksheet 6.4

Ex

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6.5 Friction

Activity 6.3

Worksheet 6.2c

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6.3 How big is that force?

Worksheet 6.2a

Ex

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6.2 Changing shape

Questions 1, 2, 3

Check your progress

Scientific enquiry

Exercise 6.5

Worksheet 6.5a

Ex Worksheet 6.5b Worksheet 6.5c Language review L

Su

Support

Resources

• • • • • • • • • • •

142

a ball some water in a bowl some balloons a chair a pencil some clay some rulers some small, heavy balls different objects to drop a ball onto paper tubes some objects to push against


• • •

some forcemeters some small trolleys different types of surface


Topic 6.1 Push and pull

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The activities in this topic allow learners to explore familiar forces from everyday life. They will have the opportunity to experience different forces, to talk about them and their effects, and learn to measure them.

Exercise 6.1 in the Activity Book provides further support. Learners are asked to sort things into things that they push and things they pull. They could be asked to add their own ideas to each category.

•

Ask learners to talk about times that they stop things, start things and change the direction of moving things. Activity 6.1 asks learners to consider how things can be stopped from moving or have their direction changed using forces.

Learning objectives Explore how forces can make objects start or stop moving.

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Suggest ideas, make predictions and communicate these.

•

Measure using simple equipment and record observations in a variety of ways.

Curriculum links

This topic links to Design and Technology which uses pushes and pulls in mechanisms.

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This topic links to Physical Education (P.E.), where pushes and pulls form the basis of controlled movement.


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As this is the first lesson in this unit, it is an opportunity to find out what the learners already know about forces. Ask a learner (or learners) to walk around the classroom demonstrating pushes and pulls as forces that make things move, for example, opening and closing doors, sharpening a pencil, etc. Note the language of pushing and pulling on the board or on a poster, for example, press, hit, push, lift, twist, bang, flick, etc. You could begin a class glossary of words related to forces.

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• • • • •

water in a bowl a balloon a chair

pencils.

Learners are asked to find ways to start and stop the objects from moving. They are also asked to suggest how they could change the direction of the object once it is moving. They are asked to feel the force that they are using to make the change in movement. The water in the bowl presents some difficulty because to make it move you have to move the bowl to rock or swish the water around. An alternative would be to use a spoon, stick or finger. You might discuss all these examples with the learners. This is a harder example because if learners don’t use fingers or a spoon, they have to use the friction between the bowl and the water. This is not as effective as a spoon or finger. Discussion which the learners might have around this example may be very valuable.

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Each pair or group will need: a ball

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A link could be made to the topic of magnets. The pull of a magnet on a magnetic object is a force as it makes the object move.


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Learners could discuss the picture of Luiz on Worksheet 6.1a in pairs. Are they able to identify items that Luiz can push and pull? Encourage them to talk about their decisions and use scientific vocabulary. Worksheet 6.1b gives further examples of familiar pushes and pulls. Again, they could work in pairs to complete this and discuss ideas.

All learners will have experience of playing with a ball and moving a chair and pencil so these should be the most straightforward examples.

Internet and ICT

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This interactive resource reinforces the ideas in this topic: http://www.ngfl-cymru.org.uk/vtc/push_pull/ eng/Introduction/MainSession.htm

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The website http://wsgfl2.westsussex.gov.uk/ aplaws/intergames/science/v5_CyrilsCheese2. swf reinforces the vocabulary of pushes and

pulls. Cambridge Primary Science 3

143


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•

This initial lesson will allow you to find out about the learners’ understanding about forces by listening to and observing their responses. Can they talk about simple pushes and pulls as forces? Can they describe how forces might stop objects and change their direction? You can involve the learners in selfassessment by asking them to talk about things they did well in the lesson and things that they would have liked to change.

Differentiation

Homework ideas

• •

Worksheet 6.1b.

Answers to Learner’s Book questions 1 2 3

Cater for lower achieving learners by providing straightforward instructions with clear examples. Encourage the use of the science vocabulary. Allow them to handle equipment and to talk about examples they have seen in the real world. You may also assist them with reading instructions. Ask them to tell you what they have to do before they do it. This ensures that they have understood the instructions. This group of learners may benefit from the reinforcements provided by the website suggested in the Internet and ICT section. Exercise 6.1 in the Activity Book also provides support. It has just a few specific examples to think about. You can then encourage the learners to add their own examples, such as applying thinking in new situations.

Exercise 6.1 in the Activity Book.

Learners will suggest their own examples of forces. Examples: toy car, door, window blind, gate, drawers. Examples: cricket, football, basketball, etc.

Answers to Activity Book exercise In most cases they can be both pushed and pulled.

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Some learners think that very small objects require no force at all to make them move.

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Assessment

Push

Pull

chair

chair

table

table

tins

tins

opening window

peeling banana

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ball

pull spoon out of mug ball window blind down

door

door

drawers

drawers

Worksheet 6.1b

Talk about it!

Push

Pull

This is an opportunity to link this unit with the learning from Unit 5. Magnetism is one of the four fundamental forces of nature. There is a force acting between a magnet and a magnetic material, or between two magnets. Learners will be able to feel this force when they use magnets.

pushing a light switch

pulling open a drawer

pushing a buggy

pulling out a chair from behind desk

pushing a door shut

pulling a window shut


• 144

Worksheet 6.1a

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Cater for higher achieving learners by expecting them to give more examples and to use the scientific terms more accurately. Ask them to explain what they did to start, stop and change direction of the objects in Activity 6.1.

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Some learners think that all circular/ spherical things can move by themselves.



Changing shape

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Ask the learners to drop objects onto a slab of clay or modelling material. Ask learners to observe and describe the shapes made in the material. Try to ensure that everyone agrees that there has been a change of shape even if it is small. Activity 6.2a is an opportunity for learners to conduct a similar investigation and comment on the results. Worksheet 6.2a provides a recording sheet for this activity.

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Activity 6.2b gives learners the opportunity to carry out a test to see what happens when an object is dropped on different materials.

•

After the activity, ask the learners to present their results. Ask them to say what they have found and answer the question: What happens to objects when a hard force presses on them?

In this topic, learners are given the opportunity to observe, predict, test and record a range of changes made to objects and materials when forces are applied.

Learning objectives

•

Explore how forces can change the shape of objects.

•

Collect evidence in a variety of contexts to answer questions or test ideas.

Curriculum links

•

There are clear links to be made with Unit 5 regarding material properties. It is very easy to change the shape of some materials, but not others. There are also materials that break, rather than change their shape.

•

This topic links to parts of the curriculum where learners shape materials, such as, Design and Technology, and Art.



Show the class, and ask them to demonstrate the use of, equipment that is used in school to change the shape of things, for example, a pencil sharpener, scissors, clay tools, modelling clay, pastry cutter, hole punch, etc. Ask them to work in pairs to think of one piece of equipment and describe, using the word ‘forces’, how the equipment changes the shape of things. Ask several pairs to share their ideas.

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Ask the class to examine the shape of a lump of modelling clay. Ask them to predict its shape if you press on it. Take care as you press very hard on the clay. Ask learners to describe the new shape.

•

Activity 6.2a

Each pair or group will need: a ball of clay

• •

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Worksheet 6.2c asks learners to consider how the shape of different objects has been changed by forces.

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Topic 6.2

With a tray of sand and a small cup, ask a learner to make a mini sand castle. Ask all the learners to talk about the forces used to make the shape, for example, lifting, pushing, and pressing. You could use the photos on page 60 of the Learner’s Book as an opportunity for learners to describe how forces change the shape of things. Exercise 6.2 in the Activity Book extends this idea by asking learners to consider the types of forces that could be used to change the shape of different objects.

a ruler.

For this activity, learners need to drop a ball of clay from different heights. Show them how to measure the height using a ruler. They may find it helpful to fix the ruler so that it is vertical. They need to record what happens to the ball of clay (how its shape changes) when it is dropped. This recording could take the form of ‘before’ and ‘after’ drawings which show the change in shape of the surface of the clay that hits the ground first. Learners should find that clay that is dropped from greater heights is ‘deformed’ more.

Activity 6.2b For this activity pairs or groups will require: a small but heavy ball

• • • •

a large sheet of paper e.g. A1 or A2 sticky tape materials to test (a raw vegetable, the same vegetable but cooked, a grape, clay, modelling material, etc.).


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•

The website http://www.craftexpert.co.uk/ VideoMakingPlatePottery.html shows how a plate is made on a potter’s wheel and demonstrates the pushing and pulling that is required.

Assessment

•

This is another opportunity to elicit understanding and to determine whether learners appreciate the cause and effect of a force and the change of shape.

•

Can learners describe the changes they observe using scientific terms? Can they collect evidence and present results?

•

Ask the learners to say whether they think they have grasped the concept of a fair test, using the traffic light system where green means they have grasped it fully, amber means they are not quite sure, and red means they do not follow it at all.

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Show the learners how a ball or wooden brick can be dropped safely down a paper tube onto a test material. Ask learners to suggest materials which could be tested e.g. clay, Blu-Tack®, biscuit, hard boiled egg, grape, pasta, etc. Worksheet 6.2b provides a table for recording predictions and results. Ensure that the learners think and talk about how to make this a fair test. Here are questions that should be considered at this point:

change the shape of things: http://www.bbc. co.uk/learningzone/clips/the-use-of-force-tochange-shape/2489.html

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There is always danger when objects are being dropped. As the objects are inside the tube, on impact pieces cannot fly towards eyes. Therefore, safety goggles are not required, but might be used if they are available. Ensure that you can supervise the class and that learners are warned to think about how to keep themselves safe and how to keep others safe.

Should objects be dropped from the same height? Should they always use the same tube?

Would it be fair if learners dropped the objects on different surfaces?

Differentiation

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Cater for lower achieving learners by providing clear step-by-step guidance. You might provide prompts for different stages in the lesson. Ask them to tell you what they have to do before they do it.

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Allow the learners to raise any points about the equipment used in the tests. Ensure that they realise that only one thing will change from test to test, which is the object being dropped.

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You will need to demonstrate an example and ask learners to talk about the tests, including how to ensure this is safe. Show how the tube covers the object on impact, which adds to safety by preventing the ball rolling outside the test area.

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Ask learners to devise a science question to be answered. For example, how are materials/ objects affected when a force hits them from a falling ball? Encourage them to make predictions. Ask them to carry out one or two tests followed by a mini plenary to discuss the tests and the results before completing others. After completing the tests, ask pairs or groups to discuss the results and report back. Can the class identify any patterns? Were the predictions confirmed? Has the question been answered?

Internet and ICT

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The following website is a montage of different ways in which forces are used to


•

Cater for higher achieving learners by challenging them to give clear explanations of how forces affect the shape of materials and why some materials are affected differently. They might also be challenged by expecting greater autonomy when designing and carrying out tests. Exercise 6.2 in the Activity Book is particularly suitable for this group of learners.

Talk about it! This question is quite challenging and could feature as part of the discussion after Activity 6.2b. Landscape features such as cliffs, beaches, rivers, mountains, etc. are all the result of natural forces in one form or another. Cliffs and beaches are the result of erosion of the land by water. Rivers are another feature where the force of water has carved out a channel in the land which has been filled with water. Mountains

Teaching ideas Unit 6 are formed when plates on the Earth’s surface collide, but then they are shaped by wind and water.

pulling and twisting forces shaped balloons

Homework ideas

•

Ask the learners to make a paper or metal foil sculpture. Ask them to make a note of the shape of the sheet of paper at the start and how they applied forces to shape it.

balloons pushing force smashed cup

1

2

Some will but it depends on how hard the material is – for example, stone will not change shape if it is pulled or pushed by hand. Examples are bakers, potters, builders, carpenters.

Wood: sawing, chiselling, etc. Sandcastle: patting, pushing. Elastic band: pulling


Topic 6.3 How big is that force? This topic asks learners to begin to think about the size of pushes and pulls. They have the chance to compare pushes, make predictions and a qualitative judgement, as well as describe and record results.

Learning objectives

•

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Worksheet 6.2c

•

pushing and pulling forces shaped clay

Collect evidence in a variety of contexts to answer questions or test ideas.

•



•

Show the learners a video or picture illustrating a large force, for example, an elephant pushing a tree. Contrast this with tiny forces. For example, ask a learner to push a matchstick or sheet of paper or a balloon. Explain that these tiny forces are so small that some people think there is no force at all. Explain that to make anything move, a force is required.

•

On page 62 of the Learner’s Book, there are pictures of a boy pulling toys with an elastic band. Ask learners how they can tell that some toys are being pulled with more force than others (longer elastic band for some than others).

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modelling clay

pushing force squashed can

aluminium can

Know that pushes and pulls are examples of forces and that their sizes can be compared.

How the shape was changed

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Object

broken cup

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Answers to Activity Book exercise

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Answers to Learner’s Book questions


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Ask a learner to demonstrate a tiny push to a table that is put against a wall, then a slightly larger push and then again a slightly larger push. Ask the rest of the class if they can tell exactly how big these pushes are. (They cannot as they are not visible.) Ask the learner to repeat the pushes by pushing with an inflated balloon. Everyone should now see the greater pushing as the balloon will be squashed more with a greater push.

could challenge this by comparing how much force is needed to move a pencil and a heavy book. Remember to ask learners to make a prediction first.

Internet and ICT

•

Activity 6.3 in the Learner’s Book discusses the use of a balloon (or other soft item) as a means of seeing how large a force is being used.

com/technology/2011/08/nasa-juno-jupiteratlas-v.html shows the launch of Juno to Jupiter and the website http://www.bbc.co.uk/ learningzone/clips/elephant-pushes-over-anacacia-tree/2442.html shows an elephant


•

Can learners compare forces? Can they talk about the effects of different forces? Can they talk about bigger forces and smaller forces?

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objects to push.

moving an acacia tree to reach the leaves.

Assessment

Each pair or group will need: an inflated balloon

• •

It will be helpful to find links to show large forces being applied such as elephants working, rockets blasting off, etc. The following website http://latimesblogs.latimes.

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Learners should not attempt to move heavy objects or move objects in a way that would present a risk to themselves or others.

Ask the learners to discuss Activity 6.3. What two things did they do well? What would they like to have done better?

Differentiation

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Cater for lower achieving learners by providing support such as providing clear instructions, and providing a table for them to complete. As suggested previously, ask them to tell you what they have to do before they do it. Make sure that you are willing to reduce the support and challenge these learners where appropriate. Exercise 6.3 in the Activity Book is particularly suitable for this group of learners.

•

Cater for higher achieving learners by expecting them to suggest how to conduct and record predictions and tests.

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Explain that, because the balloon is elastic it can be used to indicate the size of the forces.

•

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Allow everyone, perhaps working in pairs, to have a go with a balloon or similar item. Warn learners to take care. Ask them to agree a language to describe the magnitude of the push, for example, tiny push, gentle push, push, hard push, big push. Check that they can see how the balloon (or equivalent) shows how hard they are pushing.

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Now ask them to predict, investigate and record the magnitude of the force required to push a range of safe objects, for example, books, small boxes, footwear, a ball, boxfile, box of sand, etc. Warn them to take care. You may need to talk with learners about how they can judge a force to be small, medium or large. Explain that this is not a precise measure. Worksheet 6.3 provides a grid for a bar chart on which they can record results. Ask learners to feedback results and to discuss any patterns they see. For example, larger objects require more force to move them. You

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Talk about it! Ask learners to suggest how their observations in this topic help them to compare the sizes of forces. Have they been able to find the precise value of a force? (No, for that you need a forcemeter which they will meet in the next topic.)


Common misunderstandings and misconceptions Some learners think that all circular/ spherical things are able to move by themselves.

•

Some learners think that very small objects require no force at all to make them move.

•

Homework ideas

•

Ask learners to list the things at home that require big, medium and small forces to move them.

•


Answers to Learner’s Book questions 2

train pulling wagons, horse pulling cart, girl lifting book, bird picking up leaf a pulling force

•

Ask the class whether they thought the balloon and elastic were helpful. Ask if they have ever seen a machine that will measure forces. Show them a forcemeter. Activity 6.4 in the Learner’s Book asks learners to use their forcemeter to test different pulling forces in the classroom or around school. They can use Worksheet 6.4 to record their results.

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1

•

Now do a similar activity but pull on the box or a similar object. Begin with a very small pull. Again the force is not visible, so ask the learners to pull using a strong elastic band. (Please note that the elastic must be firmly fixed to the box and learners should wear safety goggles.)

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•

still not be able to move. Ask the other learners if they can tell how much pushing is happening. (They cannot because the amount of pushing is not visible.) Ask the learners to suggest how they could see how much pushing is happening (they should refer back to the previous topic).


•

Exercise 6.4 in the Activity Book asks learners to match objects to the size of force needed to move them. This is a challenging exercise and will be most suitable for the more able learners.

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Small force: ant pulling leaf, hand using scissors. Big force: train, child pushing door, elephant pushing log, swing.

Topic 6.4 Forcemeters

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The activities in this topic allow learners to explore forces in a familiar setting. They will have the opportunity to compare the size of forces using a forcemeter.

Learning objectives

Know that pushes and pulls are examples of forces and that they can be measured with forcemeters.

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• •



•

Ask a learner to demonstrate pushing against a door using a piece of foam (use the classroom door).

•

Ask a learner to give a very small, careful push to a box of equipment or books. The box should not move. Ask the learner to increase the push slightly, the box should

Notes on practical activities Activity 6.4 Each pair or group will need: access to forcemeters

• •

objects to push or pull (for example, a plastic brick, a book, a sheet of paper, a shoe, a coin, a door).

Learners have the opportunity to pull objects here using a forcemeter to investigate the force need to move it. Talk with the learners about how to take their measurements. Perhaps they will repeat a measurement to check that it is right? Support learners with reading the scales on the forcemeters and give advice about selecting the right forcemeter with the correct scale to use. They should note the results and then put them in order from the lowest force to the highest force.


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Differentiation

Topic 6.5 Friction

•

The activities in this topic allow learners to experiment with objects and the friction the objects experience when they are moved.

Cater for higher achieving learners by expecting more independence. Challenge them to come up with several suggestions for things that they might test using a forcemeter.

Talk about it!

•



Answers to Activity Book exercise 20 newtons 1 newton 10 newtons 5 newtons 10 000 newtons 25 newtons

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brick book box of paper shoe car heavy door

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•


•

With help, think about collecting evidence and planning fair tests.

•


Curriculum links

•

There are clear links to be made with Unit 5 on material properties. Encourage learners to think about the properties of materials that cause a lot of friction and those that cause very little friction.

•

There are strong links with Mathematics with regards to the investigative work where learners gather, present and interpret data.


•

Explain that friction is a force that acts when two surfaces are in contact with each other. Some materials cause more friction than others. At this stage, concentrate on the friction between objects that are moving relative to each other, for example, a tray being pulled across a table.

•

Ask the learners to rub their hands together and describe what they feel.

•

Activity 6.5 in the Learner’s Book gives learners the opportunity to explore friction.

•

After the activity, ask learners if they can suggest ways to reduce friction, for example, by placing a sheet of paper under the object. Try one suggestion. Ask the learners to measure the force this time and attempt to explain why the force has changed.

•

Try moving a chair on different floor surfaces in class if you have more than one type of surface, or on a P.E. mat or other mat if not. Ask learners to predict what the change will be and discuss in pairs why they

newton so that it does not break in use

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Explore how forces, including friction, can make objects move faster, slower or change direction.

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Homework ideas

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Learners can use objects that change shape when pressed against things. These might include a soft ball, a balloon, a sponge and modelling materials. Encourage learners to think and talk about examples such as this. They hold a balloon against a box. As they push on the balloon it is squashed. They can see how much it is squashed and this indicates the amount of the force applied.

Learning objectives

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Cater for lower achieving learners by providing clear examples at each stage. Give them time to look for other examples such as, do we push or pull a computer mouse? Ensure that these learners are involved in your demonstrations. Ask them to tell you what they need to do before they do it. You may need to suggest what these learners test with their forcemeter.


Teaching ideas Unit 6 6.5a provides a frame that the learners can use for guidance. Learners should record results, discuss them and report back to class.

•

Worksheet 6.5b shows learners how friction can be used to change the direction of an object. You might ask learners to work with a partner to do this Worksheet. The discussion about what has happened will be beneficial to learners’ understanding. Take feedback after the learners have done this worksheet and make sure that the concept has been understood.

•

Show the learners a range of shoes with different soles. Ask them whether they have shoes which can be slippery and do not have a good grip. Ask them to explain this using the word friction. Worksheet 6.5c could be used here. You could introduce the extension activity (see notes below) at this point. (Note that there may be cultural sensitivities around the soles of feet. This part of the lesson should therefore concentrate on shoes and not involve learners in taking off their shoes.)

After the activity, ask learners to explain what happened by talking about the forces, the direction and size of the forward forces and friction. (The friction force acts in the opposite direction to the dragging force. If the dragging force and the friction force are the same size then the object being dragged will not move. The object will only move when the dragging force is larger than the friction force. The size of the friction force depends to a certain degree on the material from which the surface is made. It is not expected that learners will give all this detail – they may simply talk about the friction force and the dragging force – but it is included for completeness.)

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Exercise 6.5 in the Activity Book asks learners to identify where friction is acting in different situations. This activity is designed to check that learners appreciate that friction acts between two surfaces.


Each group or pair will need: a tray

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• • • •

Can learners explain why some surfaces require more force? Can learners talk about patterns in their observations/results?

Extension activity: Investigating the grip of shoes Each group or pair will need: a slope footwear.

• •

Ask learners to think about shoes that grip well and others they have worn. Make the link with friction: good grip means high friction.

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think this is so. Explain that any difference is explained by friction and that they should use that word.

some string

a forcemeter

Ask them to do a thought experiment. Can they close their eyes and imagine this experiment with a slope and shoes? Ask them to talk about the headings on Worksheet 6.5c in their pairs or groups. Ask selected learners to report back and then prepare plans as a drawing with labels.

Care is required with activities such as this not to cause trip hazards or to drop items.

This exercise has more meaning if learners carry out the experiment.

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sheet materials or different floor materials over which to drag the tray.

Can they explain how they would determine the shoe with most friction? Ask them to draw the sole of a shoe and explain why it would be a grippy sole (material, pattern).

Show learners examples of objects sliding on the floor. Explain that friction is a force slowing the objects down. Demonstrate a tray sliding, and ask them to suggest how you would measure the force required using a forcemeter. Ask learners to devise a question and make predictions. Learners can plan and carry out the investigation for themselves. Worksheet

Internet and ICT

•

Use a computer microscope or visualiser to enable learners to observe the roughness of seemingly smooth surfaces.


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•

Cater for lower achieving learners by providing clear instructions. You can also help these learners by making the forces explicit, for example, by using a number of cut out arrows of different sizes that can be held in position with examples to show where forces are, their direction and size. As always, ask them to tell you what they have to do in practical activities as it is useful to check that they have understood the instructions. Cater for higher achieving learners by expecting them to explain their observations using the scientific terms given. Challenge them to make accurate predictions and to explain these. Challenge them by expecting a range of suggestions for surfaces that they could test in Activity 6.5.

Talk about it!

1 2

between two surfaces Less friction between slide and cotton clothes than between slide and woollen clothes.

Answers to Activity Book exercise between car and surface between hands between wheel and brake pads between ground and knee

Answers to Worksheets Worksheet 6.5b

There is friction between the bike and the path. The puddle made the path wet. This reduced the friction between Samir’s tyres and the road as she changed direction, and so her bike slipped and she fell off. Kali was on the dry path as she changed direction and so the friction was not reduced. She changed direction safely.

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Differentiation

Worksheet 6.5c foot covering/ surface

carpet

polished floor

ice

shoes

good grip

fair grip

not much grip or no grip depending on shoes

socks

fair grip

no much grip

not much grip

no foot covering

fair grip

not much grip

no grip

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This relates to ideas for the lesson section where learners explored different soles. For a sole to have a good grip on the ice, it needs to be able to create as much friction as possible between the sole and the ice. Soles which are smooth will not be able to do this and so shoes with smooth soles will not be very safe to wear in icy conditions.


Some learners may find it difficult to see friction as a force as it appears to be passive, unlike pushes and pulls.

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Homework ideas

Ask the learners to draw their home and add drawings to show at least four examples where friction features. For example, on the floor, mats or carpets as they walk, holding onto handles, holding onto banister rails, opening jars, bottles, etc.

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•

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Topic 6.6 Check your progress Learning objectives

•

Review the learning for this unit.



2 3 4

a b

catch it push it in another direction using, for example, a bat forcemeter C a grass b stone grass, it requires more force to pull a skateboard over grass than the other surfaces which suggests that grass creates the most friction.

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Learners can be asked to answer the questions on the ‘Check your progress’ pages of the Learner’s Book (pages 68–69) and the ‘Language review’ on page 40 of the Activity Book.


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force – a push or a pull newton – the unit of force pull – opposite of push forcemeter – a machine for measuring forces friction – a force which acts when two surfaces are incorrect push – opposite of pull


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Worksheet 6.1a

Worksheet 1.2a

Pushing and pulling Day

Name: Day ________________________ Name: ________________________

Date: ________________________

Date: ________________________

Day Ranjit is in his room he pulls and pushes things. When

When Luiz is in his room he pulls and pushes things.

Identify which things he can push and which things he can pull. Which objects can he push and pull?

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Draw and label the plants at the end.

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Identify which things he can push and which things he can pull.

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Conclusion


What happens if plants have no water? _____________________________________ ______________________________________________________________________

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Worksheet 6.1a

Complete the table. Plant hunt Push

Name: ________________________

Pull

Date: ________________________


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Small plant

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flower

leaves

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stem roots

Another plant

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Large plant


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Worksheet 6.1b

Worksheet 1.2a

Push or pull? Day Push or pull?

Name: Day ________________________

Date: ________________________

Name: ________________________

Date: ________________________

Day of these are pushes and which are Which pulls?

Which of these are pushes and which are pulls?

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Write ‘push’ or ‘pull’ under each picture.

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Draw and label the plants at the end.

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Write them in the correct column of the table. Push

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Conclusion

Pull


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Worksheet 6.2a

Investigating forces Name: ________________________ Name: ________________________

Date: ________________________

Date: ________________________

55

10

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10

dr

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Height in / cm What the ball of clay looked like Height cm What the ball of clay looked like


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Worksheet 6.2b

Worksheet 1.2a

a ball onto different Dropping objects objects Day

Name: Day ________________________ Name: ________________________

Date: ________________________

Date: ________________________

what happens. Object

Prediction

Result

Result

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Object Draw and label the plants at Prediction the end.

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Day In this activity you will drop a ball (safely) onto different objects and materials to observe In thishappens. activity, you will drop a ball (safely) onto different objects to observe what

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Conclusion

Do plants need water to grow? ____________________________________________ What happens if plants have no water? _____________________________________

______________________________________________________________________

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Worksheet 6.2c Forces change the shape of things Plant hunt Name: ________________________ Name: ________________________

Date: ________________________

Date: ________________________


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Look at the objects in the table. The shape of each has been changed by a force. Label the stem, leaves and flowers then draw how the roots might look. Explain how the shape of the object was changed by forces. Example

Small plant

leaves

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modelling clay stem

How the shape was changed

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flower

Object

roots

Large plant

Another plant

dr

af

aluminium can

balloons

broken cup Cambridge Primary Science 3 © Cambridge University Press 2014

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Worksheet 6.3 Worksheet 6.3a Worksheet 6.3a

this force? How is Plant hunt Day big How big is this force? Name: ________________________ Day big How is this force? Name: ________________________

Worksheet 1.2a

Date: ________________________

Date: ________________________

Name: ________________________ Date: ________________________ Name: ________________________ Date: ________________________ Day plants What can you find outside the classroom?

In this activity, you have to test objects to see if they need a small, medium or big

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the stem, and flowers then draw how the roots mightmedium look. or big push InLabel this activity youleaves have to test objects to see if they need a small, push to make them move. Record your results as a bar chart. to this make them you move. Record your results on this graph. In activity have to test objects to see if they need a small, medium or big push Example Small plant to make them move. Record your results on this graph. flower Draw and label the plants at of the end. Size of forcetotomake makeobjects objects move move Size force Size of force to make objects move

am roots

Another plant

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medium push medium medium push Large plant

leaves

ts

stem Size of push

Size Size of push of push

large push large large push

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Conclusion small push small small push

Do plants need water to grow? ____________________________________________ What happens if plants have no water? _____________________________________ ______________________________________________________________________ Object Object Object

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Worksheet 6.4 Measuring Plant hunt forces Name: ________________________ Name: ________________________

Date: ________________________

Date: ________________________

dowelling What plants can you find outside the classroom?

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elastic band stretched Label the stem, leaves and flowers then draw how the roots might look. Example

Small plant

flower carboard tube

elastic band

small object

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Use a forcemeter to measure different pulling forces around your school. Record the sizes of the forces in this table. Object

Force needed in newtons

leaves

ts

stem roots

Another plant

dr

af

Large plant


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Worksheet 6.5a Forces and friction Plant hunt Day

Name: Day ________________________ Name: ________________________

Worksheet 1.2a

Date: ________________________

Date: ________________________

Day plants can What you find outside the classroom?

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In this activity, you will drag a tray over different surfaces. You will measure the Label the stem, leaves and flowers then draw how the roots might look. force (in newtons) needed to pull the tray. Use these questions to help you to plan Example Small plant your investigation. flower Draw and label the plants at the end.

What is your science question? What is your prediction?

am

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ stemyou do? What will

leaves

ts

_____________________________________________________________________ roots

_____________________________________________________________________ Large plant

Another plant

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Draw the test.

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Conclusion


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Worksheet 6.5a

What were your results? Plant hunt Name: ________________________ Surface

Date:needed ________________________ Force in newtons


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Small plant

am

flower

stem you found out? What have

leaves

ts

_____________________________________________________________________ roots

_____________________________________________________________________ Large plant Another plant

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_____________________________________________________________________

dr

_____________________________________________________________________


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Worksheet 6.5b Friction saves Kali! Plant hunt Day

Name: Day ________________________ Name: ________________________

Worksheet 1.2a

Date: ________________________

Date: ________________________

Day plants can What you find outside the classroom?

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We can use the force of friction to change the direction of an object. Label the stem, leaves and flowers then draw how the roots might look. Kali and Samir have ridden down the path on their bikes. Kali kept to the dry side. Example Samir rode on the wet side in the puddle.Small plant flower Draw and label the plants at the end. Samir

am leaves

ts

stem

Kali

roots

Another plant

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Large plant

What has happened? Explain this using these words.

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Conclusion

puddle

path

wet

tyres

friction

reduces


_____________________________________________________________________ What happens if plants have no water? _____________________________________ _____________________________________________________________________

_____________________________________________________________________

______________________________________________________________________

_____________________________________________________________________ _____________________________________________________________________

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Worksheet 6.5c You Plantneed hunta good grip Name: ________________________ Name: ________________________

Date: ________________________

Date: ________________________


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Leela, Rabia and Mandisa are going to test different foot coverings (shoes, socks Label the stem, leaves and flowers then draw how the roots might look. and no foot covering) to see how much grip these have on different surfaces.

Example Small plant Fill in the table to predict what their results will be. Describe the grip in each case as good grip, fair flower grip, not much grip, or no grip.

carpet

polished floor

ice

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Foot covering/ surface shoes

leaves

ts

stem roots

socks Large plant

dr

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Another plant

no foot covering


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Cambridge Primary Science Teachers Resource Samples

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