Teacher’s Guide 4 - Macmillan Caribbean · 2018-08-29 · further in this Teacher’s Guide....

Teacher’s Guide 4

Terry Hudson and Debbie Roberts

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First published 2018

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Introducing Mission: Science 4How to use the series 6Approaches to learning, teaching

and assessment 13

Being a good scientist 20

Unit overview 20Getting started: the unit opener 21Section-by-section lesson guide 21 Working safely 21 Using accepted scientific methods 24 Measuring and presenting results 26

Unit 1 Living things 29

Unit overview 29Getting started: the unit opener 30Section-by-section lesson guide 31 What are living things? 31 What are the needs common to plants

and animals? 36Science projects 42Check your learning so far answers 43

Unit 2 Functions of plants 44

Unit overview 44Getting started: the unit opener 45Section-by-section lesson guide 46 Different types of plants 46 Flowers 46 Roots 50 Stems and leaves 52Science projects 56Check your learning so far answers 56

Unit 3 Characteristics of animals 57

Unit overview 57Getting started: the unit opener 58Section-by-section lesson guide 58 External features of animals 58 Vertebrates and invertebrates 63 Looking after the natural environment 65Science projects 67Check your learning so far answers 67

Unit 4 Sense organs 68

Unit overview 68Getting started: the unit opener 69Section-by-section lesson guide 70 Why are sense organs important? 70 The structures and functions of the

sense organs 73 Misleading and extending the senses 79 Caring for and protecting the

sense organs 82Science projects 85Check your learning so far answers 86

Unit 5 Materials 87

Unit overview 87Getting started: the unit opener 88Section-by-section lesson guide 88 Properties and uses of materials 88 Solids, liquids and gases 93Science projects 96Check your learning so far answers 97

Unit 6 Water and air 98

Unit overview 98Getting started: the unit opener 99Section-by-section lesson guide 100 Water and its importance to life 100 Sources of water 104 Conserving water resources 107 Air and how we use it 110Science projects 116Check your learning so far answers 116

Contents

4 Introducing Mission: Science

Introducing Mission: Science

Mission: Science follows a topic and scientific enquiry skills driven approach directly linked to the National Standards Curriculum (NSC) for primary science, with the aim of promoting the development of science and technology learning in primary schools.

The importance of teaching science and technology in primary schoolThe NSC identifies the importance of science in primary school as its ability to:

•developandsatisfychildren’snaturalcuriosity about their world

•developcritical(21st-century)thinking and enquiry

•helpchildrenadapttoanincreasinglyscientific world.

Technology, unlike science, is not a well-established learning strand in primary schools. However, the NSC includes emphasis on STEM in order to better prepare young persons for a modern world. Technology plays a central role in economic, social and educational developments, and scientific and technological developments are often linked.

Technology and the development of technological and engineering skills should be included in the scientific work that young persons do as the modern world requires an adaptable workforce, able to tackle issues creatively and methodically, as self-starters and as part of a collaborative team. It is, therefore, important to instil the requisite scientific enquiry and higher-thinking skills from the very beginningofastudent’seducation.

The NSC acknowledges that children are naturally curious; they want to know how and why things work. Student-centred, active learning – with teacher support to provide background knowledge and understanding –

enables pupils to progress confidently from primary through to higher education, and beyond.

Mission: Science supports the NSC framework by providing plenty of opportunity for practical work and projects that consolidate learning through practical application – students use scientific enquiry skills, and their knowledge of science and technology, to solve problems in different contexts and apply their learning to real world examples.

This series is based on the awareness that tasks need to be aligned to the complexity of thinking required to successfully complete them–asstressedwithinWebb’sDepthofKnowledge (DoK). Students are encouraged to complete tasks within relevant and realistic contexts and in this way can be provided with appropriate complexity. The range of tasks spans from Level 1 (Recall and reproduction), through levels 2 (Skills and concepts) and 3 (Strategic thinking) to level 4 (Extended strategic thinking). The activities that allow this to occur range from structured small individual and pair investigations and research, more open-ended investigation and research tasks to larger scale research projects.

Tasks are carefully developed to ensure that the cognitive demands placed on students are appropriate and matched to the objectives and outcomes of the curriculum and assessment criteria. This helps students to face the appropriate levels of challenge, in a way that integrates learning and assessment and provides teachers with the confidence that they are teaching to a level that allows students mastery and attainment of key concepts.

The purpose of the Mission: Science series is also to promote and develop 21st-century skills. Students are supported in the development of critical thinking, creativity, communication and collaboration. During sessions they analyse information, work together to plan and carry

5 Introducing Mission: Science

out tasks and communicate these with others in a variety of ways, including the use of modern technologies.

How to use this science course with the curriculum TheStudent’sBooksandWorkbookscoverallunits and topics for each grade in the same order that they appear in the NSC. Each topic is further broken down into sections, with each section outlining the learning objectives and lesson content needed. There are regular opportunities for students to develop their understanding through individual activities and discussion work. Formative assessment tasks are written into each section and at the end of each unit there are longer-term, more summative assessments.

Many questions and practical activities in the Student’sBookaresupportedwithactivitysheets in the Workbook. Students can work on their own, in pairs or in groups in the classroom. Some tasks are for home-based learning; they encourage students to learn away from the school environment, and allow parents or other family members to help. For more information on the value of home learning see page 15.

PlanningThe Scope and Sequence chart, on pages 6–9 oftheStudent’sBook,reflectsthecurriculumobjectives. You can use it to support your short- and long-term planning and progress throughtheNSC,andtoidentifyeachunit’sscientific enquiries.

6

TherearesixunitsinStudent’sBook4whichfollow the curriculum areas for Grade 4 in the order in which they appear. Each unit develops and integrates the scientific enquiry skills throughout its topics.

TheStudent’sBookandWorkbookworktogether through a series of features and question types to:

•engageandstimulatestudentinterest

•developscientificenquiryskills

•enlargeandenhancescientificliteracy

•progressknowledgeandunderstandingofscience and technology

•assessprogressandidentifygaps in learning.

Engaging interest, and developing skills, literacy and knowledgeStudent’s Book unit introductory pagesEach unit opens with two pages of key words, ideas, facts and talking points. The section:

•stimulatesinterestintheunit’stopics

• introducesthemainideaforthescience in the unit

•reviewsandreflectsonpriorlearningandknowledge for the topics.

Students are encouraged to observe the artwork and think about the content – prompted by questions. These questions support and direct discussion work; they are not test questions.

How to use the series


Real world science Often, students think that all scientists work in laboratories and wear white coats. These real-life examples show students how science and technology work together to make life easier for human beings, including inspirational notes about real scientists.

Talking points Students are encouraged to discuss and share as a class, in groups or in pairs, their knowledge and understanding of an idea or topic. The talking points allow free and open discussion, enabling you to teaseoutstudents’ideasandsteerthemthroughanymisconceptions. They also contribute to the development of communication and collaborative skills.

7 How to use the series

Start by asking students to first consider each Talking point question individually and then to share their ideas with a partner. Pairs can then team up into small groups to expand the sharing of ideas. You can end each of these discussions by asking volunteer pairs to describe their ideas to the whole class.

Objectives for each section outline what students will learn. These match the NSC primary science curriculum learning objectives and are discussed furtherinthisTeacher’sGuide.

These references indicate that a section is supported by Workbook activities. These can be done in class, or as homework. Some scientific investigations, for example, are unpacked in detail in the Workbook to support you and the students with space to record results, observations and predictions.

Fascinating facts These help promote and stimulate interest and widenstudents’understandingofthe world beyond the classroom. Use them to stimulate discussion and enthusiasm about the topic.

Scientific investigations These practical activities encourage collaboration, communication and creative problem-solving, and foster particular enquiry skills, such as: predicting; observing objects, materials, and events; designing questions; manipulating equipment; planning simple investigations; describing, comparing, sorting, classifying and ordering; recording observations using words, pictures, charts, and graphs; using a variety of simple tools to extend observations; identifying patterns and relationships; developing tentative explanations and ideas; working collaboratively with others; sharing and discussing ideas and listening to new perspectives; identifying safety issues.

These skills are used throughout Grades 4–6 with progressive levels of complexity and language. For example, the verb ‘describe’canbeusedtodescribesimpleconcepts,inwhichcasethelevelofcomplexitycanbelow,ormoredifficultconcepts where level of complexity can be high.

Research tasksThesedevelopstudents’research skills by encouraging them to find out more information about a topic by themselves. Theytakestudents’learningfurtherandenablethem to transfer their observation skills to a new experience. In addition to helping develop 21st-century skills, these tasks permit greater use and awareness of new technologies.

Scientific challenge This symbol indicates that a question or activity can be used to challenge students and extend their knowledge. It can be carried out by all students and can be organised as an individual, pair or small group task or you can use it as a differentiation task for higher-ability students.

Safety warnings explain how budding scientists can conduct experiments safely.

Maths integration icons highlight ideas, topics and investigations that have links with mathematics to help students better integrate and understand the STEM links into their learning.

Key words Scientific words and terminology are highlighted in blue throughout theStudent’sBooktoenhanceandpromotescientificliteracy.Youshouldencourage students to use the key words in class discussions and in their written work. Definitions can be found in the glossary at the end of the book.

ICT icons highlight where curriculum ICT attainment targets are incorporated into lessons

Topics and lessonsEach topic corresponds directly with the curriculum, focusing on relevant questions and leading students through sections of activities that elicit learning through doing and exploring. These sections, designed as individual lessons, allow you to work with your students to discuss, enquire, research and investigate using easily accessible materials.

8

Assessing and show-casing student progressStudents are encouraged to review their learning at regular points in each topic and by completing end-of-unit tests. In addition, end-of-unit project ideas allow you and the students toshowcaseandcapturestudents’learningthrough a variety of presentation methods and displays.

Test yourself At the end of most sections there are opportunities for self-assessment or peer-assessment. Students can review their own knowledge and understanding by answering short questions. These Test yourself questions allowyoutoevaluatestudentlearningflexibly:the questions can be posed to individuals, pairs or the whole class. This allows students the opportunity to talk about their understanding and ideas.

Check your learning so far These end-of-unit questionsreviewstudents’understandingofthe whole unit. They check student progress and assess gaps in understanding, and introduce multiple choice questions, which will support them in later assessments.

These tests could be used for summative assessment – at the end of a term or half- term to test recall and understanding of the topics – or less formally, by setting one or two questions at appropriate points during the unit as self-assessment or paired peer-assessment.

Afterthey’vecompletedthissection,studentscan individually complete the ‘What I have learnt’columnoftheKWLtableintheirWorkbook. Either way, remember to approach assessments and questions as a fun part of learning, rather than a test. Encourage your students to talk about the pictures and make decisions about the answer. This method of assessment is useful as it provides an opportunity to listen to student ideas and identify misconceptions and misunderstandings.

For more detail on assessment, see the assessment section of this introduction on pages 17–19.

Science projects These non-compulsory project ideas and instructions at the end of each unit provide opportunities to showcase learning.Eachprojectcomplementstheunit’sscience and topics, allowing opportunities to pull together student work over a period of time, such as a half-term or term, for display. The projects often culminate in a presentation of work. They can be used for both internal school assessment and external viewings by parents and other interested parties. Use your discretion about how, when and how often projects should be done.

The Teacher’s GuideEachTeacher’sGuideprovidesunit-by-unitteaching notes, with an overview of the unit.

The science behind the unit notes describe the scientific background at a level suitable for the grade, with more in-depth notes for you on any possible misconceptions.

Preparing for the unit notes describe what you need to deliver the unit successfully, in terms of equipment and other preparation for the practical.

Further guidance on how to use each page and section for your lessons is given in accessible easy-to-follow notes. Each activity is listed under its section title, with answers to questions integrated clearly within the text.Detailed notes on assessment through the projects and the end-of-unit tests provide support on how best to assess each unit.

Inviting visitorsVisitors are a powerful aid to learning – they bring specific ideas and knowledge about a particular aspect of science. Furthermore, they are impactful as they provide a change from regular day-to-day lessons.

Be sure to brief visitors carefully. They may not be familiar with working with young children, but with advice from you and a clear purpose to the visit, they can enhance any topic.



Selecting objects for investigationConsider safety when selecting objects for pupils to investigate. For example, make sure that metal objects have no sharp edges or points that could cause injury when handled or if dropped.

Field tripsYoumayneedtofollowyourschool’spoliciesand procedures for taking students out of school.

Consider safety. Visit the site in advance to make sure it can be easily reached and to identify safe places for pupils to observe from. Identify possible dangers or areas where additional care should be taken, such as roads, rivers, ponds and the sea.

Make sure pupils understand how to behave when on field trips and when outside the classroom. Organise them into pairs and tell them that they need to help each other to stay safe. You could display these rules – or similar – in your classroom:

•Staywiththegroup.

•Listencarefullytoinstructions.

•Donottouchorpickupanythingwithoutchecking with the teacher first.

•Donotdamageanyhabitats.

•Donotdroplitter.

•Donotdisturbanyanimalsorplantsortheir homes.

•Recordwhatyousee–makenotesordrawings, or take photos.

Organising exhibitionsYou may wish to find a suitable large indoor space and obtain permission to use this for up to a day to allow the work to be organised and placed appropriately. You will also need to warn colleagues and gain permission for members of the public – mainly parents and family members – to call in to view the exhibition.

Digital citizenshipICT p.10 Look out for this icon throughout the

section-by-section lesson guide. It highlights whencontentwithintheStudent’sbookencourages the use of ICT. In the 21st century it is vital that students are educated how to use the internet safely, responsibly and ethically. For this reason, digital citizenship is a new feature of the NSC. Whenever you see the ICT icon, you should refer back to the instructions below.

Using the internet responsiblyConducting research onlineWhen allowing students to access the internet, ensure that they are only searching sites you have already vetted. Follow any existing school policies on internet usage and block access to any potentially unsuitable sites.

Instruct students in finding relevant and reliable information. For example, Wikipedia and similar sites may not be reliable as anyone can add, change or adapt the information shown. Discuss how information can be manipulated or changed to suit the intentions of some persons and businesses. Encourage students to use reliable sources such as universities or research facilities where evidence is clearly cited. Students should also be aware that certain pieces of information may be linked to other web pages.

Advise students to find the most recent information available. Ideas and research can change over time and what may have been accepted a few years ago may no longer be relevant.

When displaying their work, students should clearly show the date and the source of the information they used. Inform students that in science and business, including the date and source allows a reader to verify the authenticity of the information.

Downloading and printing informationStudents should always consider why they are downloading information and whether they need to paraphrase or cite it word-for-word. Paraphrasing or summarising is a skill that should be practiced regularly as it will support them when taking and recording notes.


Discuss the value of the information that students are using. Explain that individuals have worked hard and spent time and money to put the information together. Their effort should be respected and only used with permission.

Students may wish to print pictures and information that they have downloaded but dissuade them against this where possible and encourage awareness of the environmental and financial costs of printing information and files. For example, producing and transporting paper and ink damages the environment and can be expensive; printers often use large amounts of electricity. Encourage students to rather present their work in formats other than printing, such as those listed in Uploading information below and Designing presentations on page 11.

Uploading informationBeing able to upload information correctly is a useful skill when presenting findings and information in electronic format. Set up a central file or create an email for the class to use. Allow students to upload files and documents from investigations or home learning activities. Discuss how rapidly images and information shared on the internet can ‘travel’betweenotherusersandhowitcanbealmost impossible to fully traced and deleted.

Discuss with students the legalities around uploading and sharing information, including information found online; for instance, the restrictions on sharing images of some persons and copyrighted information, even as part of their documents. Also encourage them to respect the privacy of others. For example, if other students or persons are visible in images they are uploading, these individuals may want to protect their identity for personal reasons.

Internet safety and communicating with ICTWhen students interact online and communicate electronically, knowing how to use the internet safely is vital. Encourage student awareness of how to interact safely online (including via email), especially in recognising inappropriate content, contact and behaviour.

Advise students to never post personal details and photographs on sites and warn them that persons on the internet may not always be who they claim to be. They should only share information with the permission of you or their parents/guardians.

Encourage students to report anything online they are uncomfortable with or think is unsuitable, and remind them that if they are in doubt about any information they find they should report this to you or a responsible adult.

Email safetyCommunicating is a key skill in everyday life and it is useful to encourage this where possible.

If your school has their own email system, firstcheckyourschool’spolicyaroundemail communication then set up an email account for the class. Remind students to be selective about whom they share their email address with.

Advise students to never respond to unsolicited emails or messages, nor contact individuals or organisations without obtaining your permission first. Stress that any form of communication from anyone unknown should be ignored as even opening an unknown email may corrupt their account.

Students will need to be able to upload information using the systems that you have put in place. Refer to the section about Uploading information for further advice to share with the students.

CyberbullyingIf students feel they are being subjected to cruel or unwelcome contact – often referred to as cyberbullying – they must report this immediately. Stress the importance of positive and supportive comments and communications to encourage and develop appropriate online behaviour. Point out that posting or sending embarrassing, hurtful or bullying comments about another person can have serious consequences. Cyberbullying has been well-known to cause low self-esteem, depression and even suicide and therefore must be taken seriously.


For more information about digital citizenship and internet safety a useful source of information is Common Sense Education (www.commonsense.org/education/digital-citizenship).

Designing and presenting information effectively using ICTThe key to a good presentation is to spend more time on researching and communicating the facts behind a presentation, rather than focusing on how the presentation looks.

Presentation pages should never contain too many words – a few key points is sufficient. Use one font style and make sure it is large enough to read easily. Encourage students to include diagrams and photographs within their presentations but remind them about downloading images and information as discussed in Downloading and printing information on page 9.

Presentation slidesAppropriate computer software will need to be available for this method of presenting information. Ensure that all students can access the software and all necessary equipment is compatible before setting tasks for students to complete. This type of presentation can use many of the ICT skills outlined in the syllabus including research, and downloading and uploading stored information. It encourages students to research and then select the most appropriateinformationthey’vefound.Thisisaskill that requires them to fully understand the task and the content of the information being studied. Remind students that they should not upload their presentations to a public domain but rather to a location that you have specified.

WikisCreating wikis helps students to select, process, condense and present relevant information in an organised way. This promotes good research skills, which supports students in acquiring a deeper understanding of the information that they are working with. Students may be familiar with the layout of a wiki page from their internet-based research. This is a more modern way of presenting information

ratherthanasaposterorleaflet.Thereisatemplate for creating a wiki page online and in Workbook 6 pages 6–7. This can be adapted for other presentation methods throughout the series if required. If possible, use this method to display information around the classroom and school to support students in creating their own wiki pages.

BlogsA blog is an online tool that allows individuals to record their personal thoughts and ideas about a topic. This can be particularly useful for students to record their thoughts and ideas when learning about and discussing new concepts, and before, during and after conducting an investigation. You could set up a class blog where students could then addcontent,butfirstcheckyourschool’spolicy. There are a number of websites dedicated to setting up blogs, so explore the options that would best suit your needs. Any blogs can be shared on the school website to inform parents/guardians of activities and learning taking part in school. Facilities can be included to allow observers to leave comments and feedback for the creators to act on. Before any blogs are posted, you should always check the content and ensure you have permission to use it. Students should not have access to the blog independently.

WebQuestsWebQuests are a great way to integrate technology into the curriculum and can be created using word processing programs or WebQuest software. They are created using all or most of the information found on the internet with links to webpages. This type of presentation encourages students to analyse, synthesise and evaluate information using problem-solving skills and creative thinking. Students should be given an interesting and stimulating problem to explore or question to solve. There are many useful formats that can be used to create a WebQuest but there are generally six steps to building one:


(1) an introduction, (2) a description of the task, including the desired end product, (3) the process describing the strategies that can or must be used to complete the task, (4) the resources or websites that are used, (5) an evaluation of the end product, and (6) aconclusionusingreflectiontosumuptheexperience of producing the WebQuest.

Recording data When students are asked to record data and draw tables and graphs, they can use suitable computer software. They may already be familiar with this from their work in mathematics.

Ethical use of photographs, video and audio Students are encouraged to record investigations and observations throughout this series. This can be done with digital cameras, video cameras and/or smartphones. Ensure all students that are likely to appear on recordings or in photographs have permission to be filmed and photographed by their parents or guardians. Students should be encouraged to take responsibility for stepping out of shot and making it clear if they do not want to be photographed or recorded. Ensure that students understand that they can only share their visual or audio files using methods that you have specified at the start of the activity. Explain that persons have a right to privacy and not to have videos and photographs of themselves published on the internet and in books without their permission. Highlight that children under the age of 16 are given extra protection by law.

Ensure that school guidelines are followed whenstoringordestroyingstudents’recordingsand photographs.

13 Approaches to learning, teaching and assessment

As teachers, we must understand why we use particular approaches, be able to articulate this toourstudentsandothers,andbereflective.We need to know what informs our teaching, and consider how to monitor and measure its impact on learners.

Pedagogy – the methods and practice of teaching – includes how children learn and develop;thisisinfluencedbyourcultural,socialand political values and principles.

What is an enquiry-based approach?Mission: Science is underpinned by an enquiry based approach. Enquiry-based learning is student-led. It encourages students to question, conduct research, and make discoveries on their own. Through this approach, students will question their ideas and take responsibility to reflectontheirlearning.You,astheteacher,can adopt the role of facilitator, enabling and encouraging discussion.

Enquiry-based learning encourages students to engage with tasks and to develop skills that are less likely to develop during teacher-led, didactic lessons. Some of the differences between teacher- and student-centred learning are summarised in this table:

It is important to note that the table does not suggest that a teacher-centred approach is poor. There is evidence to suggest that whole-class instruction can, on occasion, be more effective than individual instruction, especially in terms of the time students spend on a task. The key to effective teaching is the appropriate selection of approaches at any particular time and with any particular group: it must be fit for purpose.

Enhancing learningAn enquiry-based approach develops a range of important skills that enhance learning and motivation – students carry out science, rather than just learning facts.

You should set clear objectives and expectations, which you share with students. Lessons should have a clear structure with a range of tasks that allow students to discuss issues and engage in higher-order thinking tasks, such as analysis, synthesis,evaluationandreflection.However,ashighlightedbyWebb’sDepthofKnowledge,theseverbs must be matched to the appropriate level of concept to ensure appropriate challenge. For example, students can deal with complex verbs suchas‘evaluate’and‘analyse’ifwhattheyare evaluating or analysing is straightforward. Conversely, they will find it difficult to carry out easierskills,suchas‘explain’or‘describe’,iftheconcept is difficult.

Approaches to learning, teaching and assessment

Teacher-centred Student-centred

teacher exposition group work

accent on competition accent on cooperation

whole-class teaching resource-based learning

teacher responsible for learning student responsible for learning

teacher providing knowledge teacher as guide/facilitator

students seen as empty vessels which need filling students have ownership of ideas and work

subject knowledge valued process skills valued

teacher-imposed discipline self-discipline

distinct teacher and student roles students as source of knowledge and ideas

teacher decides the curriculum students involved in curriculum planning

passive student roles students actively involved in learning

limited range of learning styles and activities wide range of learning styles employed


No intellectual or cognitive skill is required to copewith‘chunks’ofknowledge.Attimes,memorising information might not be a bad thing – but understanding occurs when the information is used for a wider purpose. By applying new knowledge and having to synthesise it, students will understand and appreciate its relevance.

Student-centred learning – engaging the brainMany strategies fall under the umbrella term of student-centred learning. But the most importantthingtokeepactiveisthestudent’sbrain. Many activities require movement of the body,butthestudent’sthinkingisparamount– and this can be helped by discussion with the teacher and/or other students.

Different strategies are suited to different learning objectives. For example, learning the definitions of key terms, factual information, rules and symbols may require a range of strategies that encourage long-term memory – such as games, poems, repetition and mnemonics – but will not involve detailed group discussion, problem-solving or debating issues. Conversely, encouraging students toreflectonandconsidercomplexideasand issues will involve longer-term student discussions, investigations, research, problem-solving and debate. You may wish to link each example of a strategy to at least one learning objective that would match the approach.

high conceptual level

higher-orderthinking skills

most difficult,challenging thinking

tasks

can apply lower-level thinking tocomplex science

can develop higher-order thinking with

easier concepts

lesser challenge,good for developing

some skills andknowledge

lower-orderthinking skills

low conceptual level

Mission: Science and active learning strategiesA number of active learning strategies are coveredintheStudent’sBookandWorkbook.

Group discussion (talking and listening)These are supported by the Talking point questions and group investigations and projects.

Active readingUse different methods to engage the students with the text – such as changing text into pictures or pictures into text, labelling diagrams andflowcharts,andsequencingtext.Youcanalso encourage students to read text out to the class. They can do this individually or you can make it a whole-class activity. Explain that you will walk around the room listening to the reading, while the rest of the group listens carefully. If they read as a whole-class activity, you can tap another student on the shoulder to indicate for them to take over reading the text out loud. Repeat this until all of the text is read. This is a fun way to promote literacy skills.

Active writingEncourage students to report back in written form – laboratory reports, labelled artwork, poems, plays, letters, emails and posters, for example.

PresentationEncourage students to undertake individual and collaborative presentations; this enables them tomarshalandcommunicateideas,reflectandconsolidate learning, and grow in confidence. During presentations, students can evaluate each other by grading the presentation – one grade for presentation skills and the other for content – by awarding between one and three points for each: 1 = acceptable, 2 = quite good, 3 = excellent. Consolidate and calculate students’scoringforeachpresentationattheend to see which group achieved the most points. You can use this score to help students develop their skills for future presentations.


Role play and dramaTrying to understand an issue from another person’spointofviewisapowerfullearningtool. As an example, encourage students to appreciate different aspects of pollution, deforestation or energy use, and provide opportunities to act out their ideas about scientific phenomena and developments.

Information technologyStudents are growing up in a world of increasingly complex technology and instant communication and so, whenever possible, examples of how scientists use technology to support their research are included. Students are encouraged to use new technologies to research, measure, record and report.

Visits, visitors and field tripsStudents can study science outside the classroom; such activities are regularly encouraged. Also included are suggestions for when visitors could be invited into school to create interest and provide specific expertise.

Data handlingStudents should be encouraged to collect, record and analyse data using simple numeracy skills. They can produce tables and charts and be encouraged to identify patterns and trends, and use these to make predictions.

Problem-solvingThis is a crucial aspect of an enquiry-based approach. Allow your students to investigate realistic problems and arrive at their own solutions.Reflectonhowtheiroutcomesmatch accepted scientific ideas and discuss any differences.

Video, film and audio recordsUse multimedia to show students real-life examples that they cannot easily see in their own environment. This might include films of plants and animals not found in your region, or animations of processes. Students can use inexpensive video and sound recorders (including smartphones) to record and present findings, or even make their own television and radio science shows.

Games and simulationsMany common games can be adapted to include a science emphasis – some board games, for example, can be modified to includesciencequestions.TheStudent’sBookand Workbook include examples of games, some of which involve movement outside. Simulations are when you use the students to represent the physical world – such as acting out melting, freezing, growing or running. Games and simulations make the abstract more concrete, and are both motivating and memorable.

Home learningHome learning is an opportunity for students to share their learning with people at home and to extend and consolidate their understanding. They have opportunities to apply their growing understanding of science concepts in a different environment and seek out additional examples. The home-learning tasks have been designed to address some common misconceptions and reinforce key ideas.

The benefits of enquiry-based, active learningStudents develop higher-order, information literacy and critical thinking skills. By encouraging students to take a lead in their own education, problem-solving abilities and skills for lifelong learning are developed.

Helpingstudentsto‘learnhowtolearn’allows them to:

•achieveameasureofself-organisationin their work

•approachavarietyoflearningtasksindependently

•handletheresourcesavailabletothem

•developskillsandattitudestoassistenquiry

•communicateeffectively.


How to use enquiry for a primary science lessonYou must first provide your students with a context, and discuss the importance and purpose of the lesson. This ensures that the class understands what is expected of it and creates relevance, linking the science to everyday experiences. It also gives any enquiry a realistic purpose. A picture stimulus – such astheonesprovidedintheStudent’sBook,particularly the unit opener pages – can be very effective.

For example, when teaching a lesson about investigating materials, first show students some everyday examples and discuss what they are used for, and how the properties of the materials help its use. After facilitating the initial discussion, clarify the main scientific ideas: if an object needs to be strong, it must be made from a strong material. Then set the scene for a question to investigate. The students can devise this or the teacher can provide it until they are sufficiently skilled. Ask: Which materials are strong enough for a particular purpose? How can we test materials to compare them?

You could ask questions about the properties of materials for the students to think about and discuss. Before doing this, it is important to prepare.

•Whatpriorknowledgemighttheyneed?

•Whatresourcesmightyouneed?

Allow time for students to discuss the investigation and plan. Check their plans and then allow time for them to carry out the process.

Finish the lesson by encouraging students toreflectontheirinvestigationandsuggestimprovements and developments.

Using questionsA key to success in enquiry-based learning is the careful use of questions before, during and after activities. These should be used to probe prior knowledge, monitor activities and evaluate learning and increased understanding. For obvious reasons, the questions should not simply require factual recall but should also encouragestudentstoreflectontheworktheyare doing. In other words, they should include open-ended questions that encourage higher-order thinking skills. Effective teachers also encourage students to devise and test their own questions and ideas.

How to introduce and develop enquiry-based skills •Useeveryopportunitytodevelop

crucial skills.

•Exploreobjects,materialsandevents.

•Raisequestions.

•Makecarefulobservations.

•Engageinsimpleinvestigations.

•Describe(includingshape,size,number),compare, sort, classify and order.

•Recordobservationsusingwords,pictures,charts and graphs.

•Useavarietyofsimpletoolstoextendobservations.

•Identifypatternsandrelationships.

•Developtentativeexplanationsandideas.

•Workcollaborativelywithothers.

•Shareanddiscussideasandlistentonewperspectives.

It is important to remember that students do not have to carry out full investigations all of the time. A lesson can concentrate on one or two phases of the scientific enquiry process. For example, present students with results from secondary sources and ask them to make sense of them.


Asking students to plan an investigation and discuss their plans without carrying out the investigation is also good way to develop scientific enquiry skills.

However, it is also important to allow students to put these together and carry out full investigations. This is when they are being scientists.

AssessmentAssessment is a crucial part of learning – it is not just a way of measuring how much a student knows at any given time. Assessment should not be a final check, but a regular way of monitoring learning, encouraging reflectionandfeedingbackadvice,supportand encouragement. Assessment should be motivating.

Black et al. (1998) in their article Working Inside the Black Box, emphasise that:

theterm‘assessment’referstoallthoseactivities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. Such assessment becomes ‘formative assessment’ when the evidence is actually used to adapt the teaching work to meet the needs.

(Black et al., 1998, p. 2)

Uses of assessmentFrith and Macintosh (1984) classify assessment functions under six headings:

Diagnosis – to monitor progress and find out if students understand what is being taught.

Evaluation – to measure how effective different strategies, approaches or lessons are.

Guidance – to help the students to make decisions, such as option choices or even careers later in school.

Prediction – to discover potential and skills with a view to predicting possible future success.

Selection – to determine students for particular sets, bands or schools.

Grading – assigning students a ranking in order to discriminate between the individual in a group.

Defining assessment by functionFormative assessmentFormative assessment is a student-centred process, which provides the teacher with an on-goingideaofeachstudent’slearning.Itprovides feedback and encouragement to students to help them improve, and provides information for teachers to use in their planning. Formative assessment helps teachers to make judgements about how learning can be taken forward and allows them to give students feedback about their progress and targets for further development.

Good assessment is part of the learning process and should involve the students: shared goals and feedback should be discussed. All teachers should work to the assumption that every student can improve; effective teachers engage the students in assessing their own progress and identifying next steps.

Formative assessment is assessment for learning – as represented by regular and on-going marking and feedback – applied to identify the next steps for learning. This is reinforced if teachers have a clear understanding of the errors students make and the difficulties they experience.

Assessment should be fair, with valid and reliable methods, and useful. It should not be carried out by habit but for specific purposes matched to the curriculum, and with student progress in mind. Assessment should be regular and continuous so comparisons can be made, trends identified and valuable information transferred between stages and teachers, students and parents.

Summative assessmentSummative assessment provides information to parents, governors and others about the levels of attainment reached at certain points in time, such as at the end of the


year, and about progress made since the last reported assessment. This would include final assessments through whole school, regional or national testing. This is assessment of learning.

The purposes of summative assessment are to give periodic feedback on longer-term progress and to compare the impact of teachers and schools, and even for international comparisons.

Hramiak and Hudson (2011) note that research has identified negative impacts of summative assessment on students.

•Testperformancecanbecomemorehighlyvalued than what is being learnt.

•Testingcanreducetheself-esteemoflower-achieving students and can make it harder to convince them that they can succeed in other tasks.

•Constantfailureinpracticetestsdemoralises some students and increases the gap between higher and lower achieving students.

•Testanxietyaffectsgirlsmorethanboys.

•Teachingmethodsmayberestrictedtowhatis necessary for passing tests (neglect of practical work, for example).

What can we assess?Assessment of productThis allows a large number of students to be assessed simultaneously. In Mission: Science, productsofstudents’workinclude:

•answerstoTest yourself questions

•answersto Check your learning so far questions

•end-of-unitprojectwork

•completedWorkbookpages.

This variety of products allows a mix of formative (on-going) and summative (end-point) assessment.

Products are easily saved and reviewed, allowing you to have a dialogue with students as part of the feedback process. Activities that

involve marking products need clear criteria shared with students; you will also wish to include self- and peer-assessment.

You should not just assess the quality of the product,asthismayonlyreflectthestudent’sability to communicate rather than their understanding. Furthermore, you should include a range of ways students create and present the products – such as written work, drawings, models and oral presentations.

Assessment through observationObservation provides opportunities to discuss with students how they can improve their skills and knowledge. As with any assessment process, you will need to plan the activity and ensure you have sufficient time to undertake the observations. Using student-centred approaches will help, as you will be free to move around as facilitator and observer, rather than be anchored to the front of the class.

Assessment by observation is an instant process – it does not involve the production and handling of bulky evidence. You will be able to identify unexpected achievements and focus on individual students.

Assessment through dialogueStudent and teacher interactions often occur naturally during lessons, such as:

•whole-classquestionandanswer

•teacherexposition

•one-to-oneconversations

•peergroupassessment

•verbalandwrittenfeedback,includingtheuse of praise

•conversationusedtomotivateandtestunderstanding

•theuseofhumourtodevelopmotivationand classroom relationships.

You can use these interactions to assess individuals and groups – assessment comes through questions and observation of responses.


MarkingMarking is an essential part of your role. The Student’sBookincludesnumerousassessmenttask ideas so you can mark and record progress. These tasks are also used for student self-reflectionandself-assessmentandcanbedeveloped into pair or small group discussions that you can listen to and from which you can evaluate progress.

The longer-term projects, suggested at the end of each unit, can also be used for assessment purposes. Ensure that any criteria you are going to use for this are clearly communicated to students.

You can reduce your marking load by using self- and peer-assessment, on-line quizzes and interactive technology such as voting systems.

The Check your learning so far questions, at the end of each unit, include multiple-choice questions. These provide early practice in this type of question, which students will meet later in their education. They are short tests but have a wide coverage of unit content, and can be used for self- and peer-assessment or discussion activities, or as mini-tests.

Feedback to students Feedback is essential for the motivation and progress of students. It has been shown to raise achievement, particularly when linked to target setting.

Feedback should be given regularly. It can be verbal (to the whole group or individuals) or written. Keep a record of feedback you have given and encourage the students to respond to it. They might discuss feedback with you, or write a quick response outlining what they plan to develop or improve. Avoid long written dialogues with students – quick responses are more productive.

Overall, aim to use a wide variety of different assessment approaches and do this regularly.

Involve students in their assessment and help them to identify strengths and areas for development. Provide regular feedback that is concise, motivating and aids target setting.

ReferencesBlack, P., Harrison, C., Lee, C., Marshall, B., and Wiliam, D. (1998) Working Inside the Black Box: Assessment for Learning in the Classroom. King’sCollege,London

Frith, D. S., and Macintosh, H. G. (1984) A Teacher’s Guide to Assessment. Stanley Thornes, Cheltenham

Hramiak, A., and Hudson, T. (2011) Understanding Learning and Teaching in Secondary Schools. Routledge, London

Webb, N. (1999) Alignment of Science and Mathematics Standards and Assessments in Four States. Research Monograph No. 18. Council of Chief State School Officers, Washington, DC.

Webb, N. (November, 2005). Depth-of-Knowledge Levels for Four Content Areas. Presentation to the Florida Education Research Association, 50th Annual Meeting, Miami, Florida

Webb, N. (1997) Criteria for Alignment of Expectations and Assessments in Mathematics and Science Education. Research Monograph No. 6. Council of Chief State School Officers, Washington, DC.

Wisconsin Center of Education Research, “Training Manual.” WAT Web Alignment Tool, University of Wisconsin-Madison, July 2005, http://wat.wceruw.org/index.aspx

Worth, K. (2010) Science in Early Childhood Classrooms: Content and Process. Center for Science Education, Education Development Center, Inc. Newton, Massachusetts

20 Being a good scientist

Being a good scientist

The science behind the unitThis unit introduces students to what science is and the work of scientists in the real world. Students are given opportunities to practise key scientific skills, for example, working safely during science lessons. They are encouraged to recognise risks in their own practice and to manage them by designing their own safety rules. Students should appreciate that dangers are not just in the laboratory but all around us. They are encouraged to recognise and manage risks in the home as well as at school. Students also consider what science is and how it impacts on daily life. They experience how scientists work alongside technologists to develop new systems and inventions that make life easier in the modern world. They observe and research the work of scientists in Jamaica and internationally. Students should begin to appreciate the important work that scientists carry out and how this impacts on daily life. Students also learn the skills to help them design and carry out investigations to arrive at reliable and accurate results by conducting a fair test. They compare the scientific method and the engineering design process. Students learn key skills, for example, measuring accurately using appropriate measuring devices. They recognise that specific units are used in science for the main measurements. Students

present their observations and measurements in suitable tables, graphs and charts. They interpret and analyse graphs of given data. They compare scientific diagrams and drawings and recognise when each is the most appropriate for the situation. Students will use these skills throughout their science learning and these skills will be revisited and built upon throughout each grade.

Preparing for the unitReview prior knowledge and understanding of what it is to be a good scientist. If possible, display enlarged versions of the scientific method and the engineering design process to support students when they are carrying out investigations or analysing data. Display tables, graphs and charts from newspapers and magazines to demonstrate how they are used not only in maths and science but in everyday life. Encourage students to discuss trends in the data and how reliable the information is. Find areas around school where safety notices and rules are displayed. Students will carry out a survey of these. If there are safety warnings, ensure that it is a safe environment for the students. Alternatively, take pictures and display them during the lesson. Find a safe area outside where students can select clean fallen leaves to be drawn. Students will need to use research

Unit overviewTopic Section Student’s

Book pageWorkbook page

Unit opener 10 5

Working safely 1 Keeping safe 11 6–7

2 Safety rules 12

Using accepted scientific methods

3 Science and technology 13 8

4 Scientific investigations 14 9

5 The work of scientists 15 10

Measuring and presenting results

6 Measuring 16

7 Presenting results 17 11

8 Scientific diagrams and drawings 18 12

9 Carrying out a task 19 13

21Being a good scientist

skills to find out about science and technology and the work of national and international scientists. Ensure that you have up-to-date and reliable sources of information.

Materials you’ll need cameras or voice recorders, clear containers, display materials (such as card, paper, paints, crayons and coloured pencils) internet, books and magazines, measuring cylinders or jugs, rulers or tape measures, salt, samples of leaves, teaspoons, thermometers, water, warm water and ice

Getting started: the unit opener Discuss what scientists do and why it is important for scientists to work in an organised and safe manner. Discuss the key words and ask students to offer definitions for each of them. You could display the words alongside their definitions in the classroom.

Talking point: Encourage students to work with a partner or in a small group to discuss the questions. They should recognise that the scientist is wearing goggles to protect her eyes and a lab coat to protect her body and clothing from any chemicals. At the same time, they should notice that there arefumescomingfromtheflasks,herlabtop is not fastened and she is using lots of glassware. Encourage students to recognise the dangers in using glassware and point out how they should never attempt to clean up broken glass without an adult.

Fascinating fact: Ask students to discuss the fact and then hold a whole class discussion about how scientists look for answers to questions. This could be through investigations, observations and measurements. The more evidence scientists collect, the more confidence they have in their answers.

Real world science: Ask a student to read out the information. Many scientists have been injured or even lost their lives in the pursuit of science. Accidents like the one that happened to Sir Davy led to safety goggles being used during investigations.

Review your understanding of working scientifically (p5)Students complete the KWL table. They could discuss their ideas with a partner first and then complete the table. Explain that they should write what they already know in the K column and what they would like to learn or what makes them curious about the topic in the W column. Ask students to use the key words on the unit opener to help them think about their prior knowledge. Encourage students to revisit the table at the end of the unit to complete the L column. This will encourage review and reflectionoftheirlearning.

Section-by-section lesson guide

Topic: Working safelySection 1: Keeping safe In this section, students will observe potential dangers around them in everyday situations. They should recognise potential dangers in school and at home.

Ask students to read the information about the dangers they could face in some science lessons. Then ask them to think about the dangers at home. They might suggest that glassware is used in the home as well as sharp knives and sources of heat for cooking food.

Talking point: Ask students to work with a partner to observe and discuss the picture of the modern living room. They should list as many dangers as they can find. Hold a class discussion about the dangers they have identified. You could run this as a competition to see who has listed the most dangers but check the dangers for accuracy.

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Question 1: For this challenge, ask students to describe how they could control the dangers they have listed. Students could suggest: not having candles burning near curtains, not putting vases with water up high,notleavingdrinksonthefloor,notoverloading electric sockets. Encourage students to compare their ideas in a class discussion. This will allow them to experience a number of ideas about danger control.

Fascinating fact: Encourage students to consider why there are so many accidents involving children in the home. They should link this to the picture of the living room. Ask them to share their ideas and discuss their reasons. They should recognise that children run around while playing and do not always see the dangers. In addition, children are smaller so often cannot see some of the physical dangers.

Identifying dangers around your school

Materials you’ll needdisplay materials (such as card, paper, paints, crayons and coloured pencils)

Take students around the school and the surrounding area. Ask students to identify potential dangers around them and record their observations in their notebooks. Allow them time to process each situation as this could potentially protect them from dangers. For example, stop at the roadside and observe the traffic and how it moves. Ask students to discuss why the situations are dangerous. Encourage them to identify how they could control the danger and keep safe. On their return to the classroom, students make a poster to inform others of the dangers they identified. If possible, display these around the room or school to include a larger audience.

1 Safety in the home (p6) In this home learning activity, students carry out a survey at home similar to the one they carried out in school. If possible, discuss some of the dangers that they found around the school and remind them to tell the persons at home about them. Students should survey their home and identify any potential dangers. They select one danger from each room and record it in the table. They then consider which room had the most potential dangers and produce a safety-warning poster about this room. When the home learning is brought back into school, display the posters and hold a class discussion about the dangers they found, comparing the most dangerous rooms in their homes. Link this back to the fascinating fact about the amount of accidents that happen to children in the home.

2 Carrying out a risk assessment (p7) This activity supports the Talking point and Question1intheStudent’sBook.Studentscould work with a partner. They should discuss the dangers in the picture and then draw fi ve of them. Students then consider how each of the dangers could be managed to make the room a safer place.

Test yourself answers1 Answers will vary but could include: a hot pans and pots on the stove,

wires, iron on the ironing board, toys in areas where you walk, vase containing water on or near electrical devices, pets roaming free, slippery bathroom tiles.

b draping wires, water near electrical equipment, equipment left around, coatsandbagsonthefloor.

2 Answers will vary. Students might suggest, for the home, wires not be trailing across the room, not leaving an

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iron unattended on the ironing board, toys tidied away, pot handles moved away from the edge of the stove. Students might also suggest, for the classroom, keeping coats and bags tidy in allocated areasandnotleftonthefloor.

Section 2: Safety rulesIn this section, students design and compare safety rules in different environments.

Encourage students to read through and discuss the importance of the rules. Point out that our eyes are valuable to us and that we should protect them by wearing goggles. They should recognise that: hair should be tied back to avoid it falling into chemicals or catching fi re when using a heat source, chemicals could be ingested and make you ill (or worse) if you eat and drink in the lab, you could fall and hurt yourself on dangerous equipment by running, hands should be washed to avoid any chemicals being transferred to the skin or food.

Talking point: Ask students to work in pairs or small groups to discuss the questions. Goggles are used in different places to help protect the eyes from a number of dangers. If hair is left loose and comes into contact withanakedflameitcouldignite.Youcoulddiscuss how some hair products can increase thisdangerasmanyareflammable.Personsshould not eat or drink in the laboratory as chemicals in the laboratory or on their hands could contaminate the food or drink. They should not run or they could slip, knock into someone or fall onto dangerous items includingglasswareornakedflames.Personsshould wash their hands in case they have come into contact with dangerous chemicals.

Question 1: For this challenge, ask students to discuss the safety rules then design two more. Students compare their ideas. Students might suggest: wear protective gloves when using chemicals, wear a lab coat to protect their clothes, wear a mask if fumes are being made, open windows to ventilate the room.

Real world science: Link this back to page 10 oftheStudent’sBookandSirHumphryDavywho damaged his eyes. Discuss how these scientists could have damaged their eyes. Point out that you should not look up when pouring liquids and that goggles should always be worn.

Writing safety rules Students could work with a partner or in small groups. Ask them to observe the room they are in and identify a danger then write safety rules for the danger. They then prepare a two-minute presentation for the rest of the class. The presentation should say what the danger is, what the rules are and how the rules will protect persons from it. Remind students to decide what each person in the group will say in the presentation and make sure they all have a part to play. Or, if email is available, you could ask students to send their safety rules to the rest of the class. You will need to organise a safe group file for students to do this.

Talking point: Organise students into small groups or hold a whole class discussion. Students should recognise the dangers in kitchens from their learning so far and they should realise that a hotel kitchen will be much busier and have more persons working in it. They should recognise the dangers of this, such as the more people there are, the more chance there is of being hurt accidentally (with knives or burning themselves on a stove). They will have looked at dangers in the bathroom in their home learning survey. Students could discuss how water makes surfaces slippery and also how water should not come into contact with electrical appliances. They may also suggest the dangers of drowning or being burned by hot water.

Test yourself answers1 Students will probably say the bathroom

or the kitchen because of the tiled, smooth surfaces that become slippery when wet.

2 Safety rules are written to keep persons safe and to prevent accidents.

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Topic: Using accepted scientific methodsSection 3: Science and technology In this section, students will study the link between science and technology.

Talking point: Elicit a whole class discussion about what science is and how it impacts on their everyday lives. Remind students that a scientist is someone who studies science and so they can call themselves scientists.

Students should then read through then discuss the information about science and technology. As part of their discussion, students could suggest what devices make life easier, for example, vacuum cleaners, washing machines, electric saws, cranes and lifting devices.

Fascinating fact: Ask students to read the fact with a partner and discuss how technology allows thousands of books to be stored on a modern laptop. They should be able to note that electronic books cannot be easily destroyed in fi res or through water damage, they take up much less space and do not have to be dusted and preserved.

Surveying technology in actionOrganise students into pairs and ask them to work through the activity. Ask them to consider how each example of technology changes their lives or the lives of others. Students may consider computers, air conditioning units, lights and vehicles. Bring the whole class together to discuss their findings. Ask students what life would have been like before the technologies were introduced.

Research task: Students could work in pairs or small groups. You could give each pair or group an example of technology, for example a mobile phone, camera, iron or music player, for them to research or allow them to fi nd their own. Students will fi nd the most information on the internet. Encourage students to produce a well-researchedleaflet.Displaytheleafletsin

the room or around the school. You could invite family members to come into school and talk about how the technologies have impacted on their lives.

Question 1: For this challenge, ask students to discuss in pairs how persons produced documents and did research before computers. Ask them then to research their ideas. Students might suggest that they could visit a library or book store to read through books and papers to carry out their research. They might use a computer or paper and pen to produce and present their research. Hold a whole group discussion to compare ideas and fi ndings.

3 How has technology developed over time? (p8)In this home learning activity, students interview the persons at home to fi nd out about how devices have changed in their lifetime. They should use the table to record their fi ndings. Students then identify the oldest device that a person can recall and stick a picture of this device, if they can fi nd one, into the box. When the home learning is returned to school, you could hold a class discussion about these devices.

Test yourself answers1 Science is the study of the natural

world.2 Scientists fi nd information from

experiments and technologists use the information to develop and invent new tools and machinery.

Section 4: Scientifi c investigations In this section, students identify the different stages in the scientifi c method and compare to the engineering design process.

Ask students to discuss why scientists usually include the same headings in their reports. Explain that it helps other scientists to understand and reproduce the investigation

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to check the fi ndings. The title tells the reader what the investigation was about, the aim is the point of it, the prediction is an educated guess or idea of what will happen, the method describes the process carried out, the results are their fi ndings, the conclusion discusses and explains the results and the evaluation discusses if the test was fair and if the results support the hypothesis or aim.

Real world science: Ask students to discuss how this discovery could help them and others around the world. They should see that understanding microbes and disease can make persons healthier and less likely to get an infection. This information demonstrates how scientists from their country are making contributions to science.

4 The scientifi c method (p9)Thisactivitycanbeusedtoassessstudents’learning so far. They could work individually or discuss their ideas with a partner before completing the questions. Students should complete the diagram from memory and then compare it to the one on page 14 of the Student’sBook.Theyevaluatethediagramandmake corrections. They should then complete the remaining questions to review their learning about predictions, fair tests and methods of recording results.

Test yourself answers1 Scientists plan how to test the

prediction through investigation.2 a Asking questions, predicting what will

happen, planning an investigation, making observations, recording results, making sense of the results.

b Identify the problem, brainstorm, design, build – test and evaluate – redesign, share solution.

Section 5: The work of scientists In this section, students will research the work of Jamaican and international scientists.

Ask students to read the text and then use the discussion point questions and picture to fi nd their ideas.

Talking point: Ask students to discuss the questions with a partner. They should recognise that the students are being scientists and they have also been scientists.

Fascinating fact: Point out that the study of science is not a modern thing but was studied as far back as 460 BCE. Hold a class discussion about how long ago 460 BCE was and what aspects of science were being studied then. Elicit that this was a long time ago and scientists observed nature and the Sun and stars in early astronomy.

Real world science: Discuss how there are so many persons working in science. Explain that some scientists become very famous but there are thousands of others working very hard to make our lives better. Give students some examples of famous scientists (for example, Isaac Newton, Nicolaus Copernicus, Albert Einstein, Marie Curie, Galileo Galilei, Charles Darwin and Stephen Hawking) and less well-known scientists (for example, Mokshagundam Visvesvaraya, James Clerk Maxwell, Karl Landsteiner, Mansukh Wani, Ada King, Emmy Noether and Lise Meitner). You could ask students to fi nd out more about each one.

Researching Jamaican and international scientists

Materials you’ll needcameras or voice recorders, internet, books and magazines

Organise students into pairs. Provide each pair with a list of Jamaican scientists. They can use a scientist from the list or find another one. They can use any international scientist or you could provide them with a list to choose from. Students research their scientists, including important discoveries and significant dates. Students then make a television or

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radio report to present their findings. They could use cameras or voice recorders. Page 10 of the Workbook has a list of Jamaican scientists and a table to support them in preparing the report.

Question 1: For this challenge, ask students to fi nd additional Caribbean scientists that are not on the list. They could include this information in the report. Alternatively, make a display of Caribbean scientists and allow students to add names to it as they fi nd them.

5 Researching the work of a Jamaican scientist (p10)This activity supports the investigation on page 15oftheStudent’sBook.PointoutthelistofJamaican scientists that students could use. Students should use the questions to help them prepare their television or radio reports. They should try to fi nd and record key facts about their scientist. They should also record the resource that was used to fi nd the information and the date the information was found. These are key research skills that enable the reader to establish if the information is reliable and up-to-date.

Test yourself answers1 A scientist is a person who studies

non-living things and how living things interact with the world.

2 Answers will vary but students should include: when and where they were born, discoveries they made, how the discovery applied to everyday life.

Topic: Measuring and presenting resultsSection 6: Measuring In this section, students are introduced to the measurements made in science, the instruments used and the base units for the measurements.

Ask for a volunteer to read out the text to the whole class. Allow students to raise questions for group discussion. For example, they might want to know why we have so many units of measurement for length (to make sure the measurements are accurate – it would be diffi cult to measure the length of a road using millimetres or the height of a student using kilometres).

Fascinating fact: Ask students if they are aware of how thermometers work. They may not have realised that some materials expand on heating.

Research task: Organise students into pairs and provide them with access to the internet or other suitable materials. You could display atableliketheoneintheStudent’sBookand allow students to add other instruments to it. They may fi nd force or newton meters, different types of thermometers and temperature strips, for example.

Talking point: Hold a class discussion about the quantities that are in the table and why students think they are important in science. Students may also discuss how they are important in everyday life and compare them.

Test yourself answersAnswers will vary but may include:length – use a ruler, metre rule or tape measuremass – scales, top pan balance, force metertime – stopwatch, clock temperature – thermometer or temperature strip.

Section 7: Presenting results In this section, students will explore how observations can be presented in tables and graphs.

Discuss with the whole class why tables are used to record results and what makes a good table. If necessary, carry out a worked example using the bullet points. Link the table about

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students’dayofbirthwiththebarchartthatpresents the data.

Ask students who was born on a Monday, Tuesday, Wednesday, etc. and tally this on the board as a table. Then discuss what were the most common and least common days of the week that students were born on.

Finding out shoe sizes

Materials you’ll needrulers or tape measures

This investigation allows students to collect simple data and present it in a suitable table and bar chart. Students could work in pairs or small groups to design a suitable table, collect the data and then discuss how the results should be displayed in the bar chart. Remind them to use the bullet points and information in the Student’s Book to help them. Some students may need support and you could supply graphs with the axes and scales drawn.

Question 1: For this challenge, ask students to look at their results and analyse them, for example they could consider whether boys have bigger feet than girls. They should draw a conclusion from their fi ndings and write a sentence that sums up their results.

6 Drawing graphs (p11)The drawing of graphs is used in all aspects of science. This activity allows students to draw a graph using data they have not collected. Students could work in small groups or with a partner to plan and draw the double bar graph. Work through the answer with the class and allow students to review their learning. Encourage them to annotate their graphs with corrections or ideas for improvement. Discuss these as a class. The most common error is in the scales used. The wrong scales can make the plotting of the graph diffi cult and the results hard to read.

Test yourself answers1 Any two of the points from page 17 of theStudent’sBook.

2 The independent variable.

Section 8: Scientifi c diagrams and drawings In this section, students will compare scientifi c diagrams and drawings.

Encourage students to work with a partner to read the text and discuss the table comparing drawings and diagrams. Bring the whole class together and ask them to share their ideas. Ask what the key differences are between drawings and diagrams and what each should be used for.

Ask for a volunteer to read the information to the whole class. Point out that:

•asharppencilwillmaketheimagesclearerand more accurate

•ifthelabelsweredrawnaroundthediagramit could be confusing and diffi cult to read

•thelabelslinesshouldtouchthedrawingsothat it is clear which part is being labelled

•thetitleandnametelluswhatthedrawingor diagram is.

Talking point: Encourage students to decide if the leaf is a diagram or a drawing using the criteria in the table. Then ask them to justify their answer.

Practising drawings and diagrams

Materials you’ll needinternet, samples of leaves

If a safe area has been located where there are clean fallen leaves then take students outside. Alternatively, provide students with a variety of leaves that you have collected. Students should draw a diagram of their leaf then make a drawing of it. They should use the internet to find the parts of the leaf that they can label. Ask students to share their work with the rest of the class and discuss each piece.

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7 Scientifi c diagrams and drawings (p12) Thisactivitycanbeusedtocheckstudents’understanding of scientifi c diagrams and drawings. They can check their answers using thetableonpage18oftheStudent’sBookandmake any necessary corrections to their table.

Explain to the students the following possible answers for Question 2: Symbols are often universal and so easier for all people to recognise. Drawings are more realistic and look like the actual objects so no mistakes are made when observing them.

Test yourself answers1 Answers could be any from the table on page18oftheStudent’sBook.

2 A diagram only shows the main features and does not have to be detailed and realistic.

Section 9: Carrying out a task In this section, students will carry out an activity using the skills they have learned in this unit.

Talking point: Ask students to discuss the questions in pairs and then allow them to share their ideas with the class. They should realise that the student is dissolving salt into a liquid that could be water. She is stirring the liquid to make sure that all the particles of salt are making contact with the particles of water.

Carrying out an investigation about dissolving

Materials you’ll needclear containers, measuring cylinders or jugs, salt, teaspoons, thermometers, water, warm water and ice

Organise students into pairs. Students should read the instructions and draw a

suitable table of results. Remind them to carry out the investigation standing up. They should follow the steps and record their observations in the table. They then present their results in a suitable chart or graph. They should find that as the temperature increases the amount of salt dissolved increases. This shows that the temperature of the water affects the amount of salt that can be dissolved.

8 Recording results in tables and graphs for the investigation (p13)This activity supports the investigation on page19oftheStudent’sBook.Studentswrite a prediction, record their results, present their results as a chart or graph and write a concluding sentence.

Question 1:Students’answersshouldlistwhat they did in the experiment to have the most accurate results. For example, making sure they had the same amount of salt on their teaspoon each time.

Question 2: Students answer will vary.

Question 3: For this challenge, students should realise that if they did not wash the equipment there could be salt residue that could affect their results. If salt was already on the equipment fewer spoonfuls would dissolve, making the results incorrect. This supports students in the collection of accurate and reliable results in future investigations.

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29Unit 1 Living things

The science behind the unitThisunitformsakeystageinstudents’understanding that there are living and non-living things. They learn to apply the characteristics of life to distinguish between living and non-living things in their environment. The characteristics of life can be remembered by using the acronym MRSGREN (movement, respiration, sensitivity, growth, reproduction, excretion and nutrition). At this stage, students should understand that living things move, sense their environment, feed, reproduce to make young, take in and get rid of materials needed for growth and survival, and sense and respond to their environment.

Students need to understand that plants and animals have structures that carry out specific functions. Animals have many of these structures in common but differences can be used to identify different types. Plants also have common structures, such as leaves, roots,

stemsandflowersbutthesevaryinappearanceenough to allow us to distinguish between many types. To help in this process, scientists use keys and identification books and resources and students will become familiar with using these in field trips to identify and study a range of animal and plants. When studying living things, it is vital to explain to students that the structures found in animals and plants are adapted and suited to their functions. This link between form and function is a major idea in biological sciences.

There are opportunities in this unit to review the key terms linked to the characteristics of life and encourage students to observe local plants and animals in their habitats. They learn that all living things have common survival needs, such as air, water and nutrients for animals, and air, sunlight, nutrients and water for plants. They should understand that plants and animals are adapted to their habitats and some are

Unit 1 • Living things

Unit overviewTopic Section Student’s Book

pageWorkbook page

Unit opener 20–21 14

What are living things? 1 Characteristics of living things 22 15

2 Living and non-living things 23 16

3 Survey of living and non-living things 24–25 17

4 Common animals and plants 26–27 18

What are the needs common to plants and animals?

5 Investigating the needs of living things

28–29

6 Plants and water 30–31 19

7 Plants and nutrients 32–33 20–21

8 Plants and air 34–35 22

9 Surviving harsh environments 36–37 23

Science projects 38 24

Check your learning so far 39

30 Unit 1 Living things

able to survive in very harsh environments. For example, plants living in very dry regions may be adapted to store water, have large roots to seek out water deep underground and have spiny leaves to prevent water loss. There are also opportunities to link to language development, as studying different plants and animals within the environment can be excellent prompts to creative writing, such as poetry. It is also possible to use the differences between living things as a basis for creative work, such as design. Students can make cross-curriculum links to environmental work, in terms of protecting our environment and beautifying our surroundings.

Preparing for the unitReview prior knowledge and be prepared to revisit earlier work on plant structure and animal structures. Drawing and labelling – with classroom displays – are an excellent way to do this. Students will learn better with hands-on experiences and observing and studying real living things so consider growing plants for use in the classroom and organising walks around the school and into the local community to observe and record plants and animals. You could allow students to plant their own seedlings to observe. If you do not have an aquarium in your classroom you can set one up or borrow one. This allow students to study living things closely and observe changes over time. Identify suitable areas for fieldwork, such as local parks, beaches, botanical gardens and commercial garden centres or farms. If organising visits, contact the venue in advance and check and follow health and safety arrangements, and school policy, for educational visits. You can use arrangement of visits as a language support by asking students to write introductory and thank you letters. Two weeks prior to Section 6 Plants and water ask students to plant some seeds in small pots and keep them moist and warm until they grow into seedlings. Any legume (beans or peas) or vegetable will suffice. Alternatively, buy seedlings from a garden centre or market. Check if any students have allergies to plants or animals. If there are any then check with

parents or guardians about suitable protection but it is possible for survey work to be done at a distance, even using binoculars from a classroom window in extreme cases.

Materials you’ll need access to computer, internet and printer, animal identification keys, aquarium with plants, range of fish and non-living materials such as rocks, sand and gravel, containers that can hold 350 cm3 water, digital cameras or smartphone cameras, display materials (such as card, paper, paints, crayons and coloured pencils), drawing materials, drinking straws, fertiliser, glue and sticky tape, gravel, identification books for local plants and animals, large clear plastic bottles, measuring jugs or cylinders, modelling clay, old wildlife magazines, paper plates, petroleum jelly, plant seedlings, plastic trays, potted plants, rulers, sand, scissors, similar plants, similar transparent containers, small plants or seedlings, small plant pots or yoghurt pots, soil and compost, sticky notes, string or cotton, teaspoons, transparent plastic bags, water

Getting started: the unit opener Carry out a class discussion about the pictures with some elicitation of key words. Definitions and examples could be written down as students suggest them. This allows you to ensure they are using key words appropriately and not just memorising them. You could allow some individual and independent study to let the students explore the artwork and then ask them to share their ideas with a partner.

Talking point: Ask students to discuss the pictures in pairs or small groups and classify them as living or non-living. They should make a note of any clues, or characteristics, they used. Students could then report back to the class or work with another pair or group to share ideas.


Fascinating fact: Ask students about any ‘once-living’thingstheyhaveseenanddiscuss them as a class.

Talking point: Students should think about why some things are classified as once-living and list three examples seen in the classroom. This could be done in pairs, in groups, or as a whole class. Examples could include wooden objects such as desks, tables, doors and ornaments, paper objects such as books, or plant materials used for fabrics or mats.

Encourage students to think about how the different branches of science are named, especially the biological sciences. This also introduces the common use of Latin and Greek in scientific words.

Review your understanding of living things (p14)Students complete the KWL table. They could discuss their ideas with a partner first and then complete the table. Explain that they should write what they already know in the K column and what they would like to learn or what makes them curious about the topic in the W column. Ask students to use the key words on the unit opener to help them think about their prior knowledge. Encourage students to revisit the table at the end of the unit to complete the L column. This will encourage review and reflectionoftheirlearning.

Section-by-section lesson guideTopic: What are living things?Section 1: Characteristics of living things In this section, students will look at the characteristics of living things and observe animals and plants.

Read out, or ask a student to read out, the text explaining the characteristics of living

things. Check that all of these characteristics were elicited in the Talking point discussion onpage20oftheStudent’sBookand,iftheyweren’t,notputaspecialemphasisonanythat had not been volunteered. Make a word bank or word wall showing the key terms.

Fascinating fact: Ask students to read the fact giving an example of an animal that reproduces by laying eggs. You could ask students to name any other animal that they know of that lays eggs. Discuss why it is important to the sunfish that it reproduces. Ask students why it is important to us that fish and other animals and plants reproduce.

Question 1: Ask students to work in pairs or small groups to use their observation skills to identify living and non-living things in the picture of the beach. Examples of living thingsonthebeacharehumans,floweringplants, bushes and palm trees. Some non-living things are the beach chairs, umbrellas and bottles. Under the water, some living things are the turtle, starfish, seaweed and flyingfish.Non-livingthingsarethesand,coral and rocks.

Talking point: Ask students to discuss the question with their partner or group. Encourage students to apply their knowledge of the characteristics of living things. Students can then share their ideas with the class.

Research task: Provide access to the internet and ask students to find out more about coral. They should discover that coral is made up of tiny living things (polyps) that live together and produce a calcium carbonate skeleton that forms the reefs. They are anchored so do not appear to move but they are like small jellyfish and send out tentacles with stinging cells to capture small prey. They have an interesting symbiotic relationship with algae, which is threatened by global warning. In very warm water, the algae can leave the coral, which turns white or bleaches.

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1 Identifying living things and

non-living things (p15) In this home learning activity, students study the pictures and determine which show living things (L) and which show non-living things (N). They write the appropriate letter next to each drawing. They should then look around at home, identify two examples of living things and two examples of non-living things and record them. Finally, they should draw one example of each. When the home learning is returned to school, you could ask students to volunteer some examples of living and non-living things they identifi ed.

Test yourself answers1 Living things move, sense their

environment, feed, reproduce to make young, take in and get rid of materials needed for growth and survival, and sense and respond to their environment.

2 a Many examples, such as plants and animals.

b Many examples, such as metal and plastic objects, rocks and glass objects.

3 Any three from: living things move, sense their environment, feed, reproduce to make young, take in and get rid of materials needed for growth and survival, and sense and respond to their environment.

Section 2: Living and non-living things In this section, students will identify if things are living or non-living and observe an aquarium.

If you have an aquarium in your classroom, ask students to gather around it. Point out that an aquarium has to be transparent and that it is used to keep fi sh and other aquatic (live in water) animals and plants in.

Talking point: Ask students to study the photograph of the aquarium and identify living things in it. Students should discuss

the evidence they use to determine the living things and then talk about what living things need in order to survive. They should determine that the living things in the aquarium need water, air to breathe (dissolved in the water for many) and food. You could hint that if there were hundreds of fi sh in the aquarium they would be short of space and somewhere to hide.

Questions 1: Students should list the characteristics they used to classify the living things such as movement, feeding, sensing the environment and excretion.

Question 2: The non-living things in the aquarium are the water and various pieces of rock, sand or gravel.

Fascinating fact: Ask a student to read out the fact. It gives an example of how one animal, the starfi sh, senses its environment. Students may be surprised to fi nd out that starfi sh have eyes but point out that many animals have light-sensitive parts that are not as sophisticated as the human eye but can help them to survive.

Real world science: Explain that scientists often use aquariums to allow them to study animals and plants without having to go out to sea or dive underwater. They can fi lm and study the behaviour of the living things and control many factors such as light levels, temperature and what happens if unusual animals, such as lionfi sh, are introduced. Point out that work like this is helping to protect coral reefs in the region that are in danger of being damaged beyond repair.

Observing an aquarium

Materials you’ll needaquarium with plants, range of fi sh and non-living materials such as rocks, sand and gravel

Organise students into small groups. Allow each group to spend some time in front of the aquarium so they can

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observe and take notes. Students can use page 16 of the Workbook to support them in structuring their ideas and observations. Remind students to apply the characteristics of life when comparing the actions of living or non-living things. Once the observations are complete, allow each group to plan and deliver a presentation to the class about one of the living things they observed. They could use presentation software or make a short documentary film. If an aquarium is not available then use videos from the internet or take students to a park with a fishpond or a local coral reef so they can see living things in situ.

2 Observing an aquarium (p16)This activity supports the investigation on page23oftheStudent’sBook.Ithelpsstudentsto focus on their observations of the aquarium. Explain that they should fi nd the living things in the aquarium and record them in the box. They then complete the table by recording living and non-living things and the clues that allow them to classify them as such.

Test yourself answers1 An aquarium is a clear, waterproof

container full of water with animals and plants living inside. There are also non-living parts such as water, rocks, sand and gravel.

2 Scientists use aquariums to observe and study animals and plants that live in water.

Section 3: Survey of living and non-living things In this section, students will classify things as living or non-living.

Either read out the text on page 24 of the Student’sBookoraskstudentstoreadittoa partner.

Talking point: Ask students to study the picture of the small farm showing a range of living and non-living things with a partner.

Emphasise that they will need to use their observation skills as some living things are well hidden as they would be in their natural habitats. Students should list four living and four non-living things. They then select one of the living things and discuss how it depends on the non-living parts of the environment.

Collate the answers by asking pairs to give their ideas. Stress that the living things depend on the non-living parts of the environment in many ways. For example, animals need water to drink, air to breathe and objects to shelter in. Plants need the soil to remain anchored in place and to obtain water and nutrients.

Investigating your school environment

Materials you’ll needaccess to computer and internet, digital cameras or smartphone cameras, identifi cation books for local plants and animals

Organise students into groups of three or four. Ensure each group has access to a digital camera or a smartphone camera. Take students out to the area you identified in the preparation for the unit – the school grounds or a local park. Point out that students must not touch plants or animals. Students should be aware that they should also respect the environment, leave no litter and cause no damage. You could also stress that when carrying out investigations relating to wildlife it is best to keep calm and quiet so no living things are disturbed. Students need to spend time observing a particular area. They should note any plants and animals and any non-living parts of the environment. Non-living parts are likely to be rocks, sand or soil but remind students that air and water are also crucial non-living parts of the environment. Students can take photographs of living and non-living things and record any findings. They should think about how the living things interact with the non-living things and about the characteristics of living things they have used to make their decisions

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about what is living. They then plan and create their presentations. They could use presentation software or make posters with photographs and results tables. Students could present to the class or display posters. Allow students to walk around and compare findings.

Question 1: Students should create their own list or rules for characterising living and non-living things. They should stress that living things can move, respire, excrete, sense their surroundings, grow, feed and reproduce (make offspring). Non-living things cannot do any of these through their own control, though some may move due to other factors such as gravity or wind.

Real world science: Ask students if they have heard of the Discovery Bay Marine Laboratory or ever visited it. They can discuss what it would be like working in the laboratory, using their science knowledge to protect living things. You could consider visiting the laboratory or asking a visitor from the laboratory to visit the school. Showing examples of careers in science is a good way to show the relevance of what they are studying and of raising career aspirations.

Fascinating fact: Explain that the region they live in is one of the richest in the world for animals and plants. This should be a source of pride but there is also a responsibility to protect and conserve the living things and their environment.

Question 2: For this challenge, students could use the internet to fi nd out how some local animals and plants interact with non-living things in the environment. For example, they could look at the gills and fi ns of fi sh to see how fi sh interact with water.

3 Making a display of living and non-living things (p17)

Materials you’ll needdigital cameras or smartphone cameras, display materials (such as card, paper, paints, crayons and coloured pencils), glue and sticky tape, modelling clay, scissors

Organise students into groups of three or four. They should look at the picture showing the student preparing a display to give them ideas for their displays. Students should fi nd examples of living and non-living things and discuss how they are going to present them. If they are going to collect any examples then they should check with you fi rst. They must not pull up plants or break pieces off and must never use insects or other animals. They could collect deadleaves,andfallenflowersandtwigs.They could take photographs or download pictures from the internet or make models. Students then plan and create their display. It should be colourful and clearly labelled. Remind students to be careful with scissors. The displays should include information about how the living things were categorised. Put the displays around your room. Ask students to design invitations to the exhibition to encourage persons to come and see it.

Test yourself answers1 Examples are likely to include birds,

insects and a variety of plants for the living things and soil, water, sand, air and rocks for the non-living things.

2 Examples could include water for drinking, air for breathing, soil for anchoring or burrowing and rocks for shelter and protection.

Section 4: Common plants and animalsIn this section, students will identify some common plants and animals.

Ask students to give examples of different plants(floweringandnon-flowering)they

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have seen. Make a list of their suggestions on the board.

Fascinating fact: Ask students to name any medicines they have heard about that are made from plants. These could include aloe vera(usedasananti-inflammatoryandhas antibacterial properties), bissy or kola nut (used for headaches, gout, nausea and indigestion), cerasee (used as a blood cleanser and to control diabetes), fever grass (used to recover from a high fever), tree of life or Bryophyllum (used for bronchial problems, colds, bruises and insect bites). Stress that if we do not look after plants we will lose these important sources of medicines.

Real world science: Ask students to look at the photograph. They should realise that with so many different living things on Earth it is not possible for scientists to remember or even to have heard of all of them. Explain that keys are a quick way of identifying living things. Students should realise that the key in the photograph is being used to identify different fi sh. Local diving companies will have plastic versions of fi sh keys if you want to show students an example.

Talking point: Ask students to look at the photographs of the two plants in pairs and discuss which of the plants they have seen before.Elicitthatonehasflowersandtheother does not. This distinction between floweringandnon-floweringplantsisanimportant one. Students should name at leastonefloweringplantandonenon-floweringplant.Pointoutthatplantsthatflowermaynothaveflowersallyearround.

Investigating plants in your area

Materials you’ll needdigital cameras or smartphone cameras, drawing materials

Organise students into groups of three or four. Give each group a copy of the plant identification key on page 27 of the

Student’s Book. Take students outside and remind them not to touch or collect any plants. Students should record any shrubs, trees, herbs and vines they see in a suitable table using the identification key to help them. Warn them that they will need to extend their table when they carry out the next investigation looking at animals. They should photograph the plants or make scientific drawings of them. Students then research the names of any shrubs, trees, herbs and vines they have found. You could ask some groups to research shrubs, others to research herbs and so on.

Research task: Ask students to work in pairs or small groups to research keys that could be used to identify local animals. Provide access to the internet and also local wildlife magazines, books and guides. Local libraries will have some fi eld guides, especially for birds.

Investigating animals in your area

Materials you’ll needanimal identifi cation keys, digital cameras or smartphone cameras, drawing materials

Take students outside and allow them to observe any animals. Remind them to be quiet and patient and not to touch any animals. They can photograph or draw any examples they see and use their keys to identify and name them. All findings should be recorded in the table used for the plant investigation. You could concentrate on one type of animal, for example, birds, or leave the investigation more open and record any that are seen.

Questions 1 and 2: Students should use the information from their investigations to design posters. These should include named animals and plants and describe the most common local examples. Students then present their posters to the class.

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4 Investigating plants at home (p18) This home learning activity allows students to apply their knowledge of plants to their home situation. Explain that students should name their favourite plants at home and then draw or photograph these plants. They should thenclassifytheplantsasfloweringornon-floweringandasshrubs,trees,herbsorvines.

Students then think about whether the plants have berries or fruits at certain times of the year. Flowering plants will produce berries, fruitsorseedpods.Non-floweringplantswillnot. Students should consider if the plants are used as foods. Back in class, students can compare their ideas and collate ideas about favourite plants to create a class table. From the data, students can determine the most popular plant in the class. Results can be presented as a bar chart. With a potentially wide range of possible favourite plants you may have to group the plants so that only the top fi ve or six are included in the chart.

Test yourself answers1 Animals usually show more movement

and catch or pick food to eat. Plants are anchored and do not feed in the same way as animals. Plants have different structures (roots, stems, leaves and possiblyflowers)andanimalscommonlyhave heads, bodies, legs and/or wings.

2 They help scientists to identify animals and plants without having to remember all of the different types.

Topic: What are the needs common to plants and animals?Section 5: Investigating the needs of living things

In this section, students will fi nd out about the basic survival needs for living things.

Talking point: Organise students into groups of three or four. Point out the picture of the

spinning plate display and ask students to discuss the questions. Elicit that the spinning plates are different and so create interest but also allow two opposite or contrasting ideas to be presented, one on each side of the plate. The disadvantages are that the plates are small and so the information has to be reduced in size or quantify and often there are more than two aspects to an issue.

Fascinating fact: Emphasise how many different types of living things there are in the world. Explain that 9 million refers to types of living things, not individuals. Students will appreciate that not only would they need more plates than would be remotely possible but also that scientists need to specialise in studying just a few animals or plants and there is a need for keys.

Real world science: Ask students when they have seen turtles. They may enjoy watching them swim and also they may have seen young turtles hatching and crossing a beach to reach the sea. They may recall the problems turtles face, for example, pollution such as plastics and damage to beaches. Explain that scientists use Latin names as well as common names and there are so many living things being discovered that the scientists are running out of names to use. Ask students what names they would make up if they discovered a new type of bird or fi sh. They could look up what this name is in Latin to make it sound more scientifi c.

Making your own spinning plate presentation

Materials you’ll needaccess to internet and printer, coloured pens and pencils, glue and sticky tape, old wildlife magazines, paper plates or card, scissors, string or cotton

Allow students to work in groups of three of four. Explain that they are going to research living things and then create their own spinning plate display. Explain that one side of the plate will show living things and the other side will show what

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the living things need in order to survive. Point out that the plates must be clearly labelled and the information easy to read as the plate spins. Allow students access to the internet so they can find and print off pictures for their display or draw examples from the screen. Old wildlife magazines are useful and students can either copy pictures or cut them out to stick onto their plates. Students also need to research what the living things need in order to survive. Once all of the plates are completed, help students hang them in the classroom. Allow students to review the plates and identify some examples of living things that were not on their own plates.

Research task: Ask students to fi nd out the common names of different turtles in their area and then determine the Latin name that scientists use. It is likely that they will discover green turtles (Chelonia mydas), hawksbill turtles (Eretmochelys imbricata), loggerhead turtles (Caretta caretta) and leatherback turtles (Dermochelys coriacea). The latter two are rare in Jamaica now. Point out that with Latin names the fi rst name is given an uppercase fi rst letter and the second name has a lowercase fi rst letter. The names are often shown in italics.

Question 1: Students should predict that the turtles would not be able to lay their eggs as they do this by burying them in sand. The turtles would die out or have to move to another area that still had sandy beaches.

Test yourself answers1 Any three from: warmth, air, nutrients,

water, shelter and space.2 Green plants need sunlight to help

them to make food. Many plants also need soil.

Section 6: Plants and waterIn this section, students will fi nd out if plants need water to survive.

Organise students into groups of three or four. Ask them to read the text at the top of page 30 oftheStudent’sBookandstudythepictures.

Talking point: Ask students to discuss the questions. They should realise that the investigation shown is not a fair test as one plant is being watered and the other is not; one is in sunshine and the other is in shade;oneisfloweringandtheotherisnotflowering.Thismeansthatthevariablesarenot being controlled and it is unlikely that reliable results will be obtained.

Question 1: Students write an e-mail to the student telling her how she can improve her investigation. They should stress that the only difference between the plants being compared should be the volume of water added. All other factors such as level of light, temperature and the type of plants used should be kept the same.

Investigating whether plants need water

Materials you’ll needmeasuring jugs or cylinders, plant seedlings, rulers, small plant pots or yoghurt pots, soil, water

Allow students to work in groups of three or four. Give three or four seedlings to each group. These should be planted in separate small pots, such as yoghurt pots. Try to ensure that the seedlings are all of a similar size and state of health. Allow students to plan their investigation. Check that they are only varying the amount of water each seedling gets and all other variables are kept constant. Allow students to observe and measure their seedlings every day over a two-week period and ask them to record their observations in a suitable table. After two weeks, students should compare their findings, discuss any variations between results or any unexpected findings then write a report of their investigation. Students should find that plants with insufficient water will not thrive and may even die. Plants with a suitable amount of water will thrive (if other conditions such as sunlight and warmth are met) and any plants that are over-watered will not

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thrive and may die. The actual amount of water will depend on the types of plants used, where they are kept and the size of the seedlings.

5 Plants and water (p19)

Materials you’ll needmeasuring jugs or cylinders, plant seedlings, rulers, small plant pots or yoghurt pots, soil, water

This activity supports the investigation on page 30oftheStudent’sBook.Studentsaretakenthrough the investigation step by step and a results table is provided for them to record their fi ndings. Point out the importance of making a prediction prior to starting the investigation and then checking their predictions once the fi ndings are obtained.

Fascinating fact: Ask students which plants they use for food. Students may be surprised that so few plants are used for food and so many are used for medicine. This fact also emphasises the need to protect and conserve plants.

Real world science: Point out that scientists believe that 68% of plants are in danger ofbecomingextinct.Explainthat‘extinct’means dying out altogether.

Talking point: Ask students to study the table showing the height of seedlings and the text explaining the use of data with a partner. They should then discuss whether the results show any patterns and what this tells them about the relationship between the amount of water and the growth of the seedlings. Students should realise that the height of the seedlings increases with up to 50 cm3 of water per day but falls as the plants are overwatered.

Research task: Ask the pairs to research local plant species that are in danger of

becoming extinct. Ask them to tell the class about their fi ndings and make a list of two or three plants that are especially at risk. This could include plants such as Acacia villosa, Acidocroton virrucosus and Bactris jamaicana.

Question 2: For this challenge, students re-examine the table on seedling growth and predict what would happen to the seedlings if 200 cm3 of water were given every day. It is likely the seedlings would die due to excessive water. They could test this by setting up seedlings as they did in their investigation.

Test yourself answers1 By changing only one variable, a

scientist can control everything else in an investigation and determine more reliably whether the altered variable has an impact or effect on the investigation outcome.

2 The plants wilt – the leaves lose structure and start to droop. The plants will eventually die.

Section 7: Plants and nutrientsIn this section, students will fi nd out if plants need nutrients to survive.

Read out the text at the top of page 32 of theStudent’sBookoraskastudenttoreadit.Explain that nutrients are chemicals that are needed for plants to grow and remain healthy. Students should appreciate that soils that are rich in nutrients encourage healthy plant growth and are known as fertile soils.

Talking point: Allow students to work with a partner. Ask them to study the plants in the picture and decide which is healthy and which is not healthy. They should list the clues they used to help them decide. Elicit that the unhealthy plant is not as tall, the leaves are drooped and are more brown than green.

Students should then read the text explaining the role of fertilisers. Explain that fertilisers are added to soils as they contain valuable nutrients.

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Fascinating fact: Explain to students that artifi cial fertilisers contain nitrogen, phosphate, magnesium and potassium. Point out that over 190 million tonnes of these chemicals were used to make fertilisers in 2015 and it will be a similar fi gure for each year into the near future. This reinforces the importance of fertilisers.

Real world science: Introduce the concept that although artifi cial fertilisers can help increase crop growth, they can also cause environmental damage. In addition to damaging rivers, lakes and the sea, these fertilisers can get into drinking water and be harmful to humans.

Do fertilisers help plants grow?

Materials you’ll needcontainers that can hold 350 cm3 water, fertiliser, gravel, sand, similar plants, similar transparent containers, teaspoons, water

Remind students not to taste the fertiliser. Insist they wash their hands after handling the equipment. Students can work in groups of three or four. Ask them to follow the step-by-step instructions. Remind students to be accurate with their measurements. They can discuss how the procedure ensures a fair test and comparison. Explain that one of the plants will be receiving fertiliser and the other not. Allow students to make observations of their plants every day for one week and record their findings. Once all the results are recorded, they can discuss the results within their group, draw conclusions and share their findings with the class by planning and delivering a presentation.

Question 1: For this challenge, students should use the internet to research what happens if plants do not receive the correct nutrients. They should fi nd that without the correct amounts of nitrogen, magnesium, phosphate or potassium plants do not grow healthily and a lack of each one gives particular symptoms.

6 Investigating compost (p20–21)Allow students to work in groups of three or four. If possible, allocate each group a small area of the school grounds, ideally one or two square metres where there is soil. If this is not possible, the investigation can be scaled down so that students can use plant pots, egg boxes or seed trays. Ask students to study the picture. They will see that the students are comparing different areas, some with compost and some without compost. Allow students to plan their own investigation and remind them that they will need to make it a fair test. Compost may already exist on the school grounds or can be purchased from local garden centres. Students should plant out their plants and measure them every day for two weeks. Findings should be recorded in the results table they have designed. Students should analyse their fi ndings and draw conclusions about the growth of plants with or without compost. Students will commonly fi nd that plants grown with compost thrive better (they will be taller, thicker, have more and darker green leaves) than plants grown without compost.

Test yourself answers1 Any two from: nitrogen, phosphate,

magnesium, potassium.2 Natural fertilisers are found in nature,

such as rotting plants or manure from animals, and artifi cial fertilisers are made in factories.

Section 8: Plants and airIn this section, students will fi nd out if plants need air to survive.

Ask students to look at the photograph of seeds being dispersed in the air. Point out that plants use air in another way as they use a gas called carbon dioxide to help them make food. Explain that plants use energy from the Sun to help them do this and the process takes place in leaves. The process is called photosynthesis and a by-product of it is oxygen which animals breathe in.

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Fascinating fact: Point out that gardeners and farmers can add extra carbon dioxide to greenhouses. As plants use it to make food, this can speed up plant growth.

Talking point: Ask students to study the picture at the bottom of page 34 of the Student’sBookinpairs.Itshowstheexchange of gases between animals and plants. Ask students to discuss why animals and plants depend on each other and elicit that plants produce the oxygen that animals need and animals produce the carbon dioxide that plants need. Students should predict that if a plant was grown without air it would not obtain the carbon dioxide it needs and would not survive.

Investigating if plants need air

Materials you’ll needdigital cameras or smartphone cameras, petroleum jelly, similar plants, similar transparent containers, soil, sticky notes, sticky tape, transparent plastic bags, water

Organise students into groups of three or four and ask them to read through the instructions. They should end up with two plants planted in containers, one covered by a plastic bag that is sealed to make it airtight. Ask students to observe the plants for a week, record their findings and draw conclusions. The carbon dioxide inside the bag will be used up and after a week there should be signs that the covered plant is growing less healthily. It is important to remember that plants also respire (use oxygen to break down glucose) so the plant will be producing small amounts of carbon dioxide. Students may note water vapour on the inside of the plastic bag and may conclude that plants also lose water. They should prepare a presentation that can run on a loop using presentation software. Allow students to move around the room to watch all of the presentations. They should use sticky notes to pass on praise and one suggestion for improvement to each group.

Question 1: For this challenge, ask students to design an investigation to test if aerated plants grow better than non-aerated plants. Students can do this by comparing plants grown in loose moist soil and heavily compacted moist soil. Remind students that other variables such as temperature and light level should be the same.

Explain the term stomata to students and check they understand that these are the tiny holes that let gases and water in and out of the plant. Explain that stomata is plural and a single hole is called a stoma.

Investigating how plants get air

Materials you’ll needpetroleum jelly, potted plants

Allow students to work in groups of three or four. Hand out a potted plant to each group, ensuring it has several healthy leaves. Students cover the tops of some leaves and the bottoms of other leaves with petroleum jelly, and cover some other leaves completely. As a control, remind students to leave a few leaves uncovered. Students should water their plants every day and carry out observations for at least a week. Any differences between the leaves should be recorded and students should discuss their findings. Most stomata are found on the lower surfaces of leaves so any leaves that have had this surface covered by petroleum jelly are likely to be less healthy than those with an uncovered lower surface.

7 What do plants need to grow? (p22) This home learning activity can be used as a useful summary of the work covered so far. Ask students to list in each box why each component helps plants to grow. Once back in school, ask students to read out their responses so ideas can be shared.

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Test yourself answers1 Carbon dioxide.2 This takes places through small holes in

the leaves called stomata.

Section 9: Surviving harsh environmentsIn this section, students will look at how plants survive in harsh environments.

Read through the text with the students. Ask them to list the factors that animals and plants need in order to survive. You could ask them to circle the factors unique to plants and underline the factors common to both plants and animals.

Talking point: Ask students to read the text and study the photograph. They should discuss the type of plant shown and how the conditions in the environment make life diffi cult for animals and plants to live there. Students should consider the lack of water and nutrients in the area and possibly high temperatures. The plant shown (a succulent) has adapted to survive in this environment.

Read out or ask a student to read out the textonpage36oftheStudent’sBookwhichexplains some of the ways that living things can survive in hot dry areas by adapting.

Fascinating fact: Link this fact to the work that students did in the previous investigation. If stomata are open on hot days, a lot of water is lost through leaves so many desert plants only open them at night. You could mention that plants have to balance the need to exchange gases with the air with the problem of losing too much water.

Real world science: Explain that scientists use the term xerophytes to describe plants that can survive hot dry conditions. You could pick up the language link by emphasising that the word is made up of two Greek words for dry and plant.

Question 1: For this challenge, ask students to research how mud worms can survive in environments with little air. Students

will fi nd that mud worms survive because they breathe through their whole skin and sometimes stick out of the mud when underwater. They also have high levels of a chemical in their blood that helps them to hold onto and transport oxygen.

Readoutthetextonpage37oftheStudent’sBook that describes mangrove trees. Ask students to think about any mangrove trees they have seen and what makes them look unusual. They are likely to state that the roots stick out of the soil and water. Emphasise the adaptations of the mangrove trees and their importance in protecting coastlines.

Fascinating fact: Point out the importance of mangrove roots in protecting young animals such as fi sh. The roots act like a protected nursery and many of the fi sh caught on coral reefs and in the open sea started life as very young fi sh hiding in mangrove roots.

Investigating mangrove trees

Materials you’ll needdrinking straws, plastic trays, sand, scissors, sticky tape, water

Take the class out to an area where they can observe mangrove trees. If this is not possible, you can show videos of mangrove trees from the internet or a wildlife DVD. Ask students to observe the trees very carefully and to draw the roots. Back in the classroom, hand out the materials and ask students to make models of the mangrove trees. They should use the straws and sticky tape to make the spreading roots and stand the model trees so they are upright with the roots just pressing into the sand in the tray. Next, they add water to the tray. Ask students to test their model mangrove trees by trying to push them over and by washing water against them. They should find that the roots help the sand to stay in place and the branching roots are stable. Finally, students write a report, including diagrams, of their investigation.

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8 Surviving harsh environments (p23)

Materials you’ll needdrinking straws, plastic trays, sand, scissors, sticky tape

This activity supports the investigation on page 37oftheStudent’sBook.Askstudentstoworkin small groups of three or four. They should read through the instructions then follow them. This will help them to make a model of a mangrove tree and a thinner tree, such as a palm tree or conifer, for comparison. Having made the trees, they stand them in the sand in the tray and compare their stability by pushing them to see how easily they fall over. You could extend the testing to see if they are easily washed over by adding water to the tray and creating waves. Finally, ask students to discuss their findings and complete the questions.

Research task: Ask students to work with a partner to research how mangroves trees cope with salt water. Access to the internet would be useful or books containing plant adaptations. The roots of mangrove trees filter out up to 90% of the salt in sea water so the salt is not harmful to the plant. The plants can store salt in old leaves and then these fall, and some have glands that secrete salt. Students should add the information they find about adaptations to high salt levels to their investigation report about mangrove trees.

Test yourself answers1 There are many examples but two are

cacti in deserts and mangrove trees in salty water.

2 Cacti have long, branching roots to help them to find water, large storage stems to hold water and spiky leaves to help reduce water loss. Mangrove trees have large branching roots to keep them stable and ways to deal with high salt levels in the water.

Science projects Designing a greenhouse

Materials you’ll needplastic bags and sheets, large plastic drinks bottles, cardboard boxes and sheets, wire coat hangers, canes, string, tape

Organise students into groups of three or four. Explain that they are going to design, construct and test a model greenhouse. Hand out the materials you have collected so they have a realistic idea about the availability of resources to inform their designs. Once they have planned their designs, students construct their greenhouses. Ensure students follow the process on the project page. This will help them to consider all aspects, such as how to allow access to the plants, how to keep the plants at the correct temperature, how to ensure light enters and how to water the plants. Next, students plant and grow some seeds to test their greenhouses. They should take observations over a suitable period of time, for example, one week, and record their findings and observations. They should evaluate their greenhouses and suggest improvements. Finally, students write a letter to Professor Brown in which they explain their design.

9 Designing a greenhouse (p24)

Materials you’ll needlarge clear plastic bottles, scissors, small plants or seedlings, soil or compost, sticky tape, water

This activity can be used to support students in making one specific model of greenhouse. Allow students to work in small groups and ask them to follow the instructions. Remind them that they need to ask an adult to help cut the bottles. You may wish have pre-cut bottles prepared. Allow students to add soil, water and any plants to their model greenhouse and then to monitor growth over a period of several

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days. A results table is provided for them to record their findings. They can then consider how such a greenhouse could be used to perform a number of different investigations, prompted by the questions.

Check your learning so far answers

!TheseanswersapplytotheStudent’sBookprintedin2018 only. If you are using a copy from 2019 onwards (look for “Amended in 2019” on the imprint page), answerscanfoundinthe2019versionoftheTeacher’sGuide, downloadable at www.macmillan-caribbean.com

1 c reproduce2 b once-living3 c water4 d bird5 d air, water, light and nutrients6 a cactus7 Three characteristics of living things is that they can grow, breathe and reproduce. They also have senses so they can detect and respond to their environment. All living things have the same survival needs. They need water, air and nutrients to survive. 8 Mangrove trees have long, branching roots to make them stable in mud and so they can obtain nutrients. They are adapted to deal with high salt levels by filtering out a lot of salt and getting rid of excess salt that enters.

44 Unit 2 Functions of plants

Unit 2 • Functions of plants

The science behind the unitThisunitbuildsonstudents’understandingof living things from Unit 1. It develops their knowledge of plants and plant structures and students will distinguish between wild and cultivated plants. The unit also reviews thestructureoffloweringplantsandthepartsoftheflower.Theroleoftheflowerinreproduction is explored and students examine other plant structures, such as roots, stems and leaves. Using variations in these structures, students distinguish between grasses and shrubs. Grasses are monocotyledonous plants, having a seed with a single cotyledon, leaves with parallel veins and branching, fibrous roots.Theirflowershavepetalsinthreesormultiples of three. Shrubs are dicotyledonous plants. The seeds have two cotyledons, leaves with branching veins and roots with a major centraltaproot.Theirflowershavepetalsthat occur in groups of four or five. This unit provides opportunities to take students outside to study plants in their natural habitats. They can develop observation skills and enquiry skills

through field trips and investigations of plant structures and varieties. This builds on work in Unit 1 relating to the needs of plants.

Preparing for the unitReview prior knowledge and understanding of living things and the work on plants and the needs of plants in Unit 1. You could have a class discussion or ask students to work in small groups to talk about the work they did on plants. If you have display work from Unit 1 you could refer to it to remind them of their work. Pre-visit any areas you are going to use to find out about access and any possible restrictions, obtain permissions and consider possible hazards. Follow school regulations and advice on organising education visits andobtainanyinformationsuchasleafletsfrom the location. Contact owners of the land or local government or voluntary groups responsible for the area. They may be prepared to send a representative into school to talk with you and the students to help you in planning. Examples of suitable places to visit


pageWorkbook page


Different types of plants

1 Not all plants are the same 42–43 26

Flowers 2Thestructureoffloweringplants 44 27

3Comparingfloweringplants 45 28

4Thestructureofflowers 46–47 29

5Thefunctionsoftheflower 48–49 30

Roots 6 The function of roots 50–51 31

7 Storage roots 52–53 32

Stems and leaves 8 Stems 54 33

9 Investigating leaves 55–56 34

10 Classifying plants 57



45Unit 2 Functions of plants

include school grounds, botanical gardens, markets or farms. Search through magazines and the internet for examples of plant types and structures. Organise where you can obtain samplesofcutflowersforstudentstodissectand measure. Do not encourage students to takeflowersfromlivingplantsunlessyouhavegrown them for this purpose. Grow numerous plants such as beans or herbs in small pots or yoghurt cartons so students can lift them out to examine roots and measure other parts of the plants. You could ask students each to plant five plants a week before the unit starts or use plants you prepared for the previous unit if any still survive. It is possible to purchase seed trays of seedlings from a market or garden centre, although this is more expensive.

Materials you’ll need clothes pins, cutting boards, digital cameras or smartphone cameras, display materials (such as card, paper, paints, crayons and coloured pencils), drawing materials,dryspaghetti,flowers,floweringplants,foodcolouring,grassplants, hand lenses, heavy books, knives, jars, marker pens, modelling clay, newspaper, paper with 1 cm squares, plastic bags or cling film, plastic gloves or plastic bags, plant identification books and keys, plants (dicots and monocots), potted plants (some monocotyledonous, some dicotyledonous), presentation software, rulers, scissors, small plants, small trowels or spoons for digging, sticky tape and glue, stems from a variety of plants, sticks of celery, storage roots (such as carrot, sweet potato, cassava, turnip), timers, transparent containers such as glass, water, water-colour paint, white paper

Getting started: the unit opener Read through the key words with students and make a list on the board. Ask them to explain any of the words they have heard of before.

Circle any words that are unknown by the majority of the class and tell them they will be learning about these words during the unit.

Talking point: Organise students into pairs or small groups. Ask them to study the picture of the types and uses of plants and ask them to discuss the questions. Share answers and ideas across the class by talking about each plant in turn.

Fascinating fact: Ask students if they have ever used part of a guava tree for any purpose. This illustrates how plants can have more than one use.

Real world science: Point out that scientists are studying plants to help farmers. This helps students understand that the science they are learning is being applied to improve food supplies.

Talking point: Ask students to study the two plants in the picture in pairs or small groups then decide where the plant labels should go. Students should use their observation skills to identify similarities and differences between the plants. Examples include number and colour of petals, arrangement of leaves and shape of roots.

Review your understanding of the functions of plants (p25)Students complete the KWL table. They could discuss their ideas with a partner first and then complete the table. Explain that they should write what they already know in the K column and what they would like to learn or what makes them curious about the topic in the W column. Ask students to use the key words on the unit opener to help them think about their prior knowledge. Encourage students to revisit the table at the end of the unit to complete the L column. This will encourage review and reflectionoftheirlearning.

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Section-by-section lesson guideTopic: Different types of plantsSection 1: Not all plants are the same In this section, students will identify a variety of common plants.

Ask students to study the types of plants shown. They may be able to see examples through the classroom window or might have seen them in or near the school grounds.

Talking point: Organise students into pairs or small groups. Ask them to discuss each type of plant shown and name an example they have seen. Students make a list of the differences between each type of plant.

Real world science: Allow students to read about Professor Tennant who is a scientist born in Kingston. It shows an example of specifi c research improving disease resistance in papaya. It is also inspirational to see a local person making a success of a career in science.

Carrying out a plant survey

Materials you’ll needdigital cameras or smartphone cameras, display materials (such as card, paper, paints, crayons and coloured pencils), plant identifi cation books and keys

Students should work in small groups. Take students outside to an area you identified during the preparation for this unit. Ideally, the area should have some examples of trees, shrubs, vines and herbs. Ask students to observe the different plants and record them by drawing or taking digital photographs. Once back in the classroom, the groups can plan and produce posters showing the types of plants they found. Display the posters in the classroom.

Question 1: For this challenge, ask students to use the internet or books to research the uses of four plants in your area that they found in the survey. Students should fi nd that plants are used for many reasons including building, shade, decoration, food and medicines. Students could share their fi ndings by telling the rest of the class about them.

Fascinating fact: Ask students if they have heard of grapevines and the uses of grapes. Encourage them to discuss eating grapes and ask if they have heard of different types of drinks made from grapes.

1 Plants word search (p26)This activity can be used by students to test their understanding of plant types. They need to fi nd the hidden words in the wordsearch and then use the same words to complete the sentences. If students require additional support, the text on pages 42 and 43 of the Student’sBookwillbehelpful.

Test yourself answers1 Vines have slender stems that trail or

climb and trees have a single larger stem called a trunk.

2 Herbs are small and do not have woody parts.

3 Bushes.

Topic: FlowersSection 2: The structure of fl owering plantsIn this section, students will identify and label themainpartsofafloweringplant.

Talking point: Allow students to work in pairs. Explain that they should read the text atthetopofpage44oftheStudent’sBookand study the picture. They then discuss eachofthepartsofthefloweringplantandthe role each part plays. Elicit that roots anchor the plant and absorb water, stems

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hold the plant upright and help transport water, leaves make food helped by sunlight andflowersareinvolvedinreproduction.

Fascinating fact: Ask if students are surprised bythelargenumberofdifferentfloweringplants. Ask for volunteers to explain how identifi cation keys help scientists.

Identifying the parts of a flowering plant

Materials you’ll needfloweringplants,handlenses,heavybooks, sheets of paper

Allow students to work in groups of three or four. Check whether students are allergic to any plants. Hand out the flowering plants. These should be small and have at least one flower. Ask students to read through and follow the instructions. Check that they are labelling the main parts of their drawing. Ensure that students place the plant flat between two sheets of paper and place it between two heavy books. After a week, students can remove their pressed plants and tape them on to paper for a display.

Research task: Students should look at the features of the plant they have drawn and pressed and name it using the internet or plant identifi cation books.

2 Making a fl ower changing game (p27) This home learning activity allows students to review their understanding of the main parts ofafloweringplant.Studentsshouldbeableto follow the instructions but you may wish to demonstrate cutting the paper to give the overlaps. Remind students to be careful with scissors and to ask an adult at home for help if necessary. Students should draw three different typesoffloweringplantsandthendescribewhat they have in common and how they are different.

Test yourself answers1 Flower, leaf, root and stem.2 Seed pods or fruits.

Section 3: Comparing fl owering plantsIn this section, students will compare the features of grass plants and shrubs.

Question 1: Ask students to work with a partner and study the photographs of the grass plant and the shrub. Encourage them to compare the two types of plants and make a table showing similarities and differences. Students should note that the grass plant has long and slender leaves and they may even note that the veins of the leaves run along the length of the leaf (parallel). The shrub has wider leaves and the veins are branching. The shrub plant also has thicker stems and woody parts.

Real world science: Explain to students that scientists are developing modifi ed plants, in this case, a grass, that have specifi c uses. They do this so that plants can be developed to grow faster, contain more food for animals and humans and can survive diseases and droughts (lack of water)orfloods(toomuchwater).

Fascinating fact: Students may be surprised to fi nd out that over a quarter of all plants on earth are grasses. They also may not be aware of how widespread they are. Ask students where they have seen grasses and what the grasses were used for. They may suggest grasses used to feed cows and horses, ornamental grasses and the grass used to play sports on.

Comparing shrubs and grasses

Materials you’ll needdrawing materials, grass plants, hand lenses

Students can work in groups of three or four. Hand out the grass plants and ask students to observe and make drawings

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of the external features. They should examine the leaves and the roots. If the grass plant has flowers, they could use a hand lens to look closely at the petals. Students compare the grass plant with their pressed plant then draw and label the parts of the grass plant. Finally, they should write any differences between the grass plant and the shrub on their drawing.

3 Comparing fl owering plants (p28) This home learning activity allows students to carry out a short survey near their home to fi nd a grass plant and a shrub. They should draw or photograph each plant and label the parts. As a summary of the characteristics of grass plants and shrubs, they complete the table using the characteristics in the list.

Test yourself answers1 Roots of grasses will be smaller and

fi brous (spreading). Shrub roots are larger and have a central, main tap root.

2 Grass leaves are long, thin and have parallel veins. The leaves of shrubs are wider and have branching veins.

Section 4: The structure of fl owersIn this section, students will learn about the mainpartsofaflower.

Talking point: Allow students to work with a partner. Ask them to study the picture of theflowersanddiscussiftheyhaveseenanylike these before. They could compare the colour, size, shape and number of petals, and may even consider the position and size of the stamen. They should then talk about anysimilarflowerstheyhaveseenintheirarea. Students do not need to be able to nametheflowers.

Question 1: Ask students to list the similarities and differences between the flowersinthepicture.Tohelp,youcouldallow them to read the text on page 46 of

theStudent’sBookandstudythediagramofthestructureofaflower.Studentsshouldidentifythattheflowersallhavepetalsandstamens but the size, number and shape of these parts are different.

Fascinating fact: Read out the text about theworld’slargestflower.Studentsmaybesurprisedtofindoutthatindividualflowerscan be nearly one metre across. You could addthattheflowersgiveoffthesmellofrottingmeattoattractflies.

Real world science: Explain that scientists study plants for very important reasons such as understanding habitats and investigating possible medicines, foods and materials. Remind students that scientists who study plants are called botanists.

Question 2: For this challenge, ask students to research why scientists who study plants are called botanists. They should fi nd that the Ancient Greek word for plant is botane.

Investigating flowers in the community

Materials you’ll needdigital cameras or smartphone cameras, drawing materials

Organise students into groups of three or four. Take students out to the area of the school grounds you identified during the preparation for the unit. Remind students not to collect flowers without permission and check if any students have allergies to any plants. Clearly identify the plants that students can collect flowers from and explain that only one or two flowers should be removed from each plant. If there are very few flowering plants in the area, then flowers should not be removed – students should just draw or take photographs of the flowers and you can buy cut flowers for students to examine more closely. Explain that students should observe the flowers very carefully and record their observations in a table. Once back in the classroom, students produce a portfolio

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to share with the class. This should include drawings or photographs of the flowers with the main parts of each flower labelled.

4 The structure of fl owers (p29)This activity can be used to support the investigationonpage47oftheStudent’sBook. Students should complete the picture oftheflowerbyaddingthecorrectlabelstothelabelboxes.Theydrawtwooftheflowersthey collected during the investigation and label them.

Research task: Ask students to carry out research in small groups using the internet or plant identifi cation books to identify the flowerstheycollected.Theirfindingscanbeadded to their investigation portfolios.

Test yourself answers1 Petal, stamen, sepal, pistil (stigma, style

and ovary).2 Flowers vary in colour, size and number

of petals; length of stamen; size and number of pistils.

Section 5: The functions of the fl owerIn this section, students will learn about the functionsoftheflower.

Talking point: Organise students into pairs. Askthemtodiscusstheflowersshowninthe photographs and discuss the questions. Encourage them to use their observation skills to identify the key features (colour, size, number of petals, position of stamen) andthencomparetheflowers.Theyshouldtalkaboutwhichflowerstheyhaveseen in their area and their similarities and differences. Ask each pair to decide on two main differences and share these with the class.

Read the text on page 48 to the students or ask volunteer students to read a paragraph at a time. Once students have read the text ask them to explain to each other the meaning

of the words nectar, attract, pollen and pollination.

Talking point: Ask students to discuss with a partnerwhyflowersneedtoattractinsectsand birds. Allow them to refer back to the textonpage48oftheStudent’sBooktohelp them. Students should appreciate that flowersattractinsectsandbirdsinordertoencourage pollination.

Question 1: Hummingbirds use a lot of energy to beat their wings rapidly. The sweet, sugary nectar gives them this energy.

Ask the pairs to read through the text and study thediagramsonpage49oftheStudent’sBook.Next,askthemtodrawaflowerandlabelit.Theycan then annotate this to show the functions of the different parts. They should state that the sepalprotectsthedevelopingflower;stamenproduce pollen, the petals help to attract insects and other animals and the ovary is where the plant’sova(oreggs)areproduced.

Fascinating fact: Point out how some orchids attract insects. The bee orchid has a petal that looks like a female bee and this attracts male bees, which then help to transfer the pollenoftheflower.

Question 2:Theyprotecttheflowerwhenit is a bud.

Question 3: To attract insects and birds.

Question 4: Ovary.

Question 5: Stamen.

Measuring and comparing flowers

Materials you’ll needflowers,handlenses,stickytapeorglue

Allow students to work individually if you have enough hand lenses but, if not, this can be a pair or group activity. Ask students to split their flowers into the major parts and to stick each part into their notebook. They

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should label each part clearly. Students should use a hand lens to study each part in more detail and try to determine if the flower parts are made up of smaller parts. Finally, students draw an insect flying near to their petals to reinforce the important role insects play in pollination.

Question 6: For this challenge, ask students to research the role of wind in pollination. They should discover that many plants have flowersthatarewindpollinated.Thesedifferfrom insect pollinated plants in that they often do not have brightly coloured petals, they do not produce nectar and they have longstamensthatstickoutfromtheflower.

5 The function of fl owers (p30) This home learning activity encourages students tolinktheshapeanddesignofflowerstopollination. Students should design and draw threedifferentflowers,eachofwhichattractsadifferent pollinator. Encourage them to consider howeachinsectusestheflower.

•Hummingbirdshaveverylongtonguesandsolongandthintube-likeflowersattractthem.Examplesofflowersincludebee balms, columbines, day lilies, lupines, petunias and fox gloves.

•Beesneedtogetintotheflowersotheseflowerstendtobewiderandflatter.Examplesofflowersincludelilacs,lavender,wisteria,sunflowers,honeysuckleandpoppies.

•Butterfliesaredelicatesotheycannotsqueezeintoflowerslikebeescan.Examplesofflowersincludebutterflybush(Buddleja), fennel, verbena, hollyhock and dogwood.

Remindstudentsthattheflowersshouldbelabelled.

Test yourself answers

1Themalepartofthefloweristhestamen. The female part is the pistil.

2 Nectar is a sugary liquid that attracts insects and birds, which are important for pollination.

3 Petals can have bright colours and scents to attract insects and birds.

Topic: RootsSection 6: The functions of rootsIn this section, students will examine root systems and learn about the functions of roots.

Talking point: Ask students to study the pictures with a partner and discuss the questions. This will elicit prior knowledge and understanding of roots. Students may suggest that roots are under the soil to anchor the plant and take in water. They should observe that the roots vary in length and width.

Investigating roots

Materials you’ll needplastic gloves or plastic bags, small trowels or spoons for digging

Organise students into groups of three or four. Make sure students wear gloves when pulling weeds as weeds may be irritants. If you cannot provide gloves they can place their hands in plastic bags. Take students out to an area where they will find some weeds, either in soil or growing through paving. Allow students to try to uproot some of the weeds and ask them to make a note of how easily they can pull the plants out. If a plant is difficult to uproot, students should dig around the plant so that they can lift it and preserve the roots. Ask students to interpret their findings and see if there is a link between root structure and size and the difficulty in uprooting the plant.

Ask a volunteer to read through the text describing types of roots. Then ask students to draw their own version of a tap and fi brous root. They should label the central and branching roots. Students should note that the tap root is much larger than any other roots – point out plants such as the carrot to illustrate this. Explain that branching roots can be harder to pull out of the ground, because they help anchor the plant fi rmly in place.

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Measuring roots

Materials you’ll needpotted plants (some monocotyledonous, some dicotyledonous), newspaper, rulers

Allow students to work in groups of three or four. Hand out a potted plant to each group. Ask students to follow the instructions. Explain that they should gently pull the plant out of the pot and shake off any soil over a piece of newspaper. They should describe and measure the roots using page 31 of the Workbook to help them and compare their measurements with those of other groups.

6 Measuring roots (p31)

Materials you’ll needpotted plants (some monocotyledonous, some dicotyledonous), newspaper, rulers

This activity provides support for the investigationonpage51oftheStudent’sBook. Organise students into fi ve groups so that each group can look at a different plant. Ask students to follow the instructions, which show them how to measure the roots. A results table is also provided. Having completed their measurements and observations, they should take their tables around the class and ask others to share their results. This will provide completed results tables covering fi ve different plants. Students should use this data to compare the plants, fi nd the plant with the longest main root and determine if it also had the most branches.

Fascinating fact: Read out the text about the lengthofthewildfig’sroots.Askstudentsifthey are surprised by how long the roots are.

Research task: Students should use the internet or plant books to fi nd out how the deep the roots of some local trees are. Students should fi nd that many trees have roots that are as deep as the tree is tall.

Thisisn’talwaysthecasethough.Forinstance, conifers often have shallow spreading roots and coconut palm roots are mainly just below the surface with only a few extending deeper into the soil. This makes it easy to uproot them. You could collate the information in a group or class table.

Real world science: Ask students to read the text and look at the photograph. The tiny root hairs increase the surface area of the root and so more water can be absorbed.

Question 1: Students should understand that trees with shallow roots are more likely to be uprooted during a hurricane.

Investigating the function of roots

Materials you’ll needsmall plants, marker pens, plastic bags or cling fi lm, rulers, transparent containers, water

Organise students into groups of three or four. Give each group a small plant. It is important that the roots are undamaged. Ask students to follow the instructions. Remind students to wash their hands after handling the soil and the plant and check whether any students are allergic to any plants. Explain that the washed plant should be held in the container of water so that the roots are in the water and the shoot is open to the air. The surface of the container can be covered with a plastic bag or cling film to stop evaporation. Students should mark the water level with a marker pen and measure the height of the mark. Leave the plants in a warm, sunny place and ask students to measure the water level at the same time every day. Students should use their data to produce a graph and draw conclusions. They should see that the water level in the container falls. You could discuss with students about having a beaker of water covered by plastic to act as a control and also placing some of the plants in cooler or less sunny places for comparison.

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Test yourself answers1 To anchor the plant and absorb water.2 Plants with long, branching roots are

harder to pull out of the ground than plants with small, narrow roots.

3 Long roots help plants to fi nd water in drier areas.

Section 7: Storage rootsIn this section, students will learn about the functions of storage roots.

Read out the text at the top of page 52 of the Student’sBookoraskstudentstoreaditout.Explain the role of roots in anchoring the plant and absorbing water and introduce the concept of roots as food or energy stores.

Talking point: Ask students to look at the photographs of roots and discuss the questions with a partner. Ask pairs to share their experiences with the class. Students may have eaten many different types of roots including carrot, shallot, ginger, taro, yam and cassava.

Investigating storage roots

Materials you’ll needcutting boards, hand lenses, knives, storage roots (such as carrot, sweet potato, cassava, turnip)

Prior to any practical work on the roots, ask students to use the internet to find out what the root stores and how the plant uses the storage root to regrow. Organise students into groups of three or four. Hand out the storage roots. Groups should select one to study in detail. Allow students to cut the roots in half. Warn students about the use of sharp knives and stress they must cut downwards onto a cutting board with their hands well clear of the blade. You may prefer to provide pre-cut samples. Ask students to draw the inside and outside of the storage root and share their findings with the class. They then write a short story explaining the functions of some storage roots and how this helps humans and plants.

Real world science: Link the work students are doing on storage roots with current research by explaining that scientists are helping to produce disease-resistant varieties of cassava. They are also developing cassava with a higher food content. Ask students why this is important.

Fascinating fact: Explain that not all swollen food sources are swollen roots. Irish potatoes, dasheen and yams look like cassava in many ways but are swollen stems.

Research task: Ask students to fi nd some examples of storage roots used for food in Jamaica. This may include the examples already discussed but students may fi nd some unusual or different examples to discuss. For example, they may be less familiar with taro and shallots.

7 Preparing cassava fl our (p32)This activity will be useful if you can arrange to take students on a visit to place where cassavaflourismade.Thediagramshowsaflowdiagramoftheprocessandstudentsmayrecognise scientifi c processes such as fi ltering and evaporation. If you are unable to arrange a visit, you could fi nd videos or information about the process on the internet and students can complete the activity while watching the fi lm. You could extend the work by allowing studentstomakecassavaflourintheclassroomby modelling the processes.

Test yourself answers1 Any two from: carrot, sweet potato,

cassava and turnip.2 Storage roots help the plant to survive

harsh conditions and plants can grow from storage roots.

Topic: Stems and leavesSection 8: StemsIn this section, students will learn about the functions of stems.

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Talking point: Ask students to study the pictureofthetreeandfloweringplantwith a partner and discuss the questions. They should appreciate that the tree has the strongest stem and this is known as a trunk. They should also realise that if plants did not have stems they would trail on the ground. This would increase their chances of being damaged or rotting and also limit the amount of air and sunlight they received.

Ask students to read the text and then to create a list that shows the functions of stems. They can then annotate their list by showing why the function is important to the plant. For example, supporting the plant keeps theleaves,flowersandfruitsawayfromtheground, and transport of water and food from the roots allows the whole of the plant to be kept alive.

Observing stems

Materials you’ll needstems from a variety of plants, water-colour paint, white paper

Hand out cut stems from a variety of plants and ask students to dip the cut end of each stem into the water-colour paint. They then press the end of the stem onto white paper. With many stems, the paint will reveal the outline of the small tubes that transport water and food. Students should draw what they see.

Ask students to discuss when they would call a stem a trunk. There is no defi nite scientifi c rule, but elicit that a trunk is much bigger than a stem and is usually a single central part of the tree. The trunk would be much harder and have more woody material. They could also list any objects they have seen and used that have been made from tree trunks (for example, any wooden furniture, bowls or wooden boarding will have come from tree trunks).

Investigating stems

Materials you’ll needfood colouring, sticks of celery, timers, transparent containers such as glass jars

Organise students into groups of three or four. Ask students to read through the instructions. Hand out the equipment and tell students not to get food colouring on their clothes or hands. Once students have set up the celery in the coloured water, they should observe the plant every 10 minutes and then record their findings. Students should conclude that the coloured water rises up the stem, linking to the function of stems as aiding transport of water from the roots to the leaves.

8 Stems and trunks (p33)

Materials you’ll needcard, clothes pins, dry spaghetti, modelling clay, scissors, sticky tape

Allow students to work in groups of three or four. Explain that they are going to make a model plant using a piece of spaghetti for the stem. They test the strength of this stem by adding petals and leaves then compare this model with other models with different numbers of spaghetti lengths representing the stem. Hand out the equipment and ask students to read through the instructions. The picture will give them a good indication of what their model should look like. Students should make and test their model plants and record their fi ndings in the table. They should fi nd that the thicker stem is stronger and this will help reinforce the concept that heavy plants, for example, trees, need stronger stems or trunks.

Test yourself answers1 Stems support the branches, leaves, fruitandflowersofplantsandalsohelp water and food to be transported around the plant.

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2 Stems are rigid because they need to be strong and they need to hold the plant upright.

Section 9: Investigating leavesIn this section, students will learn about the functions of leaves.

Talking point: Ask students to observe the pictures of the leaves with a partner. They should discuss how the leaves are the same and how they are different. Encourage students to look at size, colour, margin (the edge of the leaf) and the pattern of veins.

Comparing different kinds of leaves

Materials you’ll needdrawing materials, hand lenses, paper with 1 cm squares, rulers

Organise students into groups of three or four and take them outside to the area you selected during your preparation for this unit. Ideally, the area will have a range of plants with different leaves. Check that students have no plant allergies and check the area for non-poisonous and non-stinging plant types. Ask students to collect different types of leaves. These should be fallen leaves but you could give them permission to take single leaves from plants with many leaves. Back in the classroom, show students how to measure the size of each leaf by measuring length and width but also by drawing around it on paper with 1 cm squares. You may wish to use the activity on page 34 of the Workbook to support this. Students can count the number of squares within the outline to give them a value for area of leaf. Where the leaf outline crosses squares, students can estimate how many full squares they can make by adding up the partial squares. For example, if the outline crosses two squares halfway across, students can add these to make one square. Allow students to observe the leaves, feel the textures and record their findings. Encourage them to group leaves based on similarities and share their findings with the class.

Talking point: Ask students to discuss the question in their groups then share their ideas with the class. Suggestions for why leaves are different may include: some plants are in shade, some are in bright sunlight; some leaves are from high on the plant and others from low on the plant; plants live in different habitats and may have different insects feeding on them so have adapted different shapes, textures and colours.

Read out the text on page 55 explaining why leaves look like they do or ask students to read it to a partner. Ask them to then explain to each other why leaves look green. Write down the key words chlorophyll, veins, and holes and ask them to include these words in their explanations. You could help by explaining that leaves act as food/sugar making factories and so they must be provided with the materials (light, gases and water) they need to make the food and sugar and be able to transport the food away from the factory to supply the rest of the plant.

Questions 1–4: Ask students to answer the questions. They encourage students to consider their leaves in more detail and realise that specifi c shapes of leaves have specifi c names.

Read out the text at the top of page 56. Explain to students that when botanists are examining leaves for signs of disease it is the same as a doctor checking their complexion, temperature and heart rate to see if they are ill. If they had large spots on their body the doctor would be concerned and similarly spots on a leaf can mean a problem for the plant.

Investigating leaves

Materials you’ll needdigital cameras or smartphone cameras, potted plants, presentation software

Check for any plant allergies before starting this investigation. Organise students into groups of three or four. Hand out two or three identical plants to each

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group. These can be small plants but should have several leaves. Ask students to plan an investigation to determine what will happen if leaves are removed from a plant. Insist that students predict what will happen before they begin their investigation and remind them that their investigation should be a fair test. This means that only one variable (number of leaves removed) should be varied. Ask each group to discuss their plan with you and if the plans are sensible allow them to proceed. Students should carry out their investigation and compare the plants over several weeks. Remind students to add the same volume of water to each plant and provide the same amount of sunlight. Students could photograph their plants throughout the investigation. Once all the results are gathered they could use presentation software to present their findings. Students should find that plants with leaves removed grow less healthily than plants with leaves.

9 Comparing different kinds of leaves (p34) This home learning activity reinforces the work students have done during the investigations. It gives additional practice in accurate measuring, recording and interpreting results.

Test yourself answers1 Leaves help the plant to make food

from simple chemicals using energy from the Sun.

2 Leaves are green because they contain a green pigment that helps them use energy from the Sun to make food. The veins are part of a transport system to move water and food around the leaf.

Section 10: Classifying plants In this section, students will classify plants based on their root systems.

Read out the text at the top of page 57 oftheStudent’sBookoraskstudentsto read it out. Write down the terms monocotyledonous and dicotyledonous and explain that a cotyledon is an embryo or young leaf. Explain to students that mono means one and di means two. Once students have seen the pictures of a maize seed and a bean seed they will see that the latter is made up of two distinct parts and the former is made up of one part. Point out the picture and talk through it, emphasising the differences between monocots and dicots. Stress that, in addition to the differences in the seeds, monocots have leaves with parallel veins,fibrousrootsystemsandflowersthathave petals in multiples of three. Dicots have leaves with net-like or branching veins, a main tap root as well as some branching roots,andflowerswithpetalsinmultiplesoffour or fi ve.

Classifying plants

Materials you’ll needdrawing materials, plants (dicots and monocots), water

Allow students to work in groups of three or four. Ask students to read through the instructions then hand out the plants. Students should wash the roots carefully in water and dry them. They investigate each plant and use the picture of monocots and dicots on page 57 of the Student’s Book to classify the plants as dicots or monocots. They should draw and label one example of each.

Research task: Allow students to have access to the internet or identifi cation books for local plants. They should use the skills and knowledge they have developed within the unit to realise that root vegetables are examples of plants with tap roots. Most other plants, such as bushes, trees and grasses will have branching or fi brous roots.

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Test yourself answers1 Monocots have seeds with a single

cotyledon, leaves with parallel veins, fibrousrootsystemsandflowersthathave petals in multiples of three. Dicots have seeds with two cotyledons, leaves with net-like veins, roots with a main taprootandflowersthathavepetalsinmultiples of four or five.

Science projects

Materials you’ll need drawing materials, digital camera, presentation software

Organise students into groups of four. Explain that you are going to take them on a field trip to a botanical garden or similar venue you reviewed during the preparation for this unit to learn more about caring for plants. Discuss any school rules and procedures for educational visits. Ask students to discuss the information and instructions on the Science projects page. Take students to the botanical garden. Supervise them as they move around the garden, checking how persons working there encourage the growth of plants and discourage pests, diseases or weeds. Remind students that they should make drawings or take digital photographs of the methods being used by the staff. Once back in the classroom, allow students to prepare presentations to communicate the information they gathered. These should include how the plants were being cared for and why this is important.

Ask students to write thank-you letters to the botanical garden staff. They should summarise some of the ideas they learnt. You could consider sending copies of some of the presentations to the staff or inviting staff in from the botanical gardens to watch the presentations.

10 Recording your results (p35)This activity can be used to support students as they carry out their visit to the botanical gardens. It is a checklist of activities for them to observe. Students should note ways that staff are helping the plants to grow. They should also note any ways of protecting and helping plants that surprised them.



1 c muscles2 d petal3 c reproduction 4 a pistil5 b petal 6 a cassava 7 a monocotyledonous 8 b leaves9 Diagram correctly labelled.10 Roots are important to plants because they anchor the plant and take in (absorb) water and nutrients.

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57Unit 3 Characteristics of animals

The science behind the unitThis unit explores the names and structures of animals and how these structures help the animal to adapt to its surroundings. Students are introduced to a range of animals, many of them local to the region but also some from other regions for comparison and to illustrate points, such as adaptations to more extreme environments. Students have opportunities to identify animals based on common structures, for example, surface coverings and structures such as legs and wings. They study the differences between aquatic and terrestrial animals and specific adaptations such as those exhibited by camels and penguins. Features that many animals have in common, such as heads, bodies, limbs and sense organs, are discussed and students are offered opportunities to observe animals in their natural habitats through fieldwork and surveys. The nature ofoutercoveringsforcamouflageandinsulation are investigated and students learn to distinguish between invertebrates and vertebrates. In addition to examining the body parts of insects, they compare and contrast insects with fish as an example of a vertebrate. They classify vertebrates into classes: fish, amphibians, reptiles, birds, mammals. Students

study the human impact on natural habitats and the animals that live there. They consider environmental damage caused by litter, pollution and other factors such as building work and the removal of sand or coral. They also consider the importance of conservation work.

Preparing for the unitReview prior learning from earlier grades on animals. Students will be familiar with some examples of animals, including domestic animals and pets. Discuss examples of animals and ask students to tell you how they identify one type of animal from another. Collect pictures and articles about regional animals and find video clips on the internet that show animals in their natural habitats. Contact any localzoologicalgardensandobtainleafletsandinformation and arrange for a visit. A member of staff from the zoological gardens may be prepared to visit the school and even bring along some animals. Identify local areas where you can take students to observe local animals in their natural habitats. Forests contain a wide range of animals but the animals are not often easy to see. A local ranger or zoologist may be able to guide you on where to look and what to look for. The seashore is a very good place to

Unit 3 • Characteristics of animals


pageWorkbook page


External features of animals

1 Identifying different animals 62–63 37

2 What do animals have in common? 64–65

3 Why do animals have different coverings?

66–67 38

Vertebrates and invertebrates

4 Identifying vertebrates and invertebrates

68–69 39

5 Classifying vertebrates 70–71 40

Looking after the natural environment

6 Human impact on natural habitats 72–73 41

Science projects 74


58 Unit 3 Characteristics of animals

look for different birds, as are gardens and local farms. Coral reef visits can also demonstrate the wide range of aquatic animals. Check and follow school regulations before planning and taking any education visits or field trips and survey the area to analyse any potential risks.

Materials you’ll need animal identification books, banner or poster paper, coloured paints, pens and pencils, digital cameras or smartphone cameras, drawing materials, gloves, hand lenses or magnifying camera linked to computer screen, insect for dissection (such asacarabid,barkbeetleordragonfly),internet, pieces of material or paper towel, plastic drinking cups, sample of fresh wet fish, scalpel, sharp knife, small scissors, thermometers, warm water, wooden board

Getting started: the unit opener Read through the key words with students and make a list on the board. Ask them to explain any of the words they have heard of before. Circle any words that are unknown by the majority of the class and tell them they will be learning about these words during the unit.

Talking point: Ask students to look at the photographs and discuss the questions with a partner or in small groups. They should use their prior knowledge of living things to identify any animals and plants. They should review their prior learning of the needs of animals and plants in order to discuss what they need to survive and stay healthy. Elicit that living things need air, food, water, warmth and shelter with plants also requiring sunlight.

Fascinating fact: Explain that the honey bee is the only insect that produces food that humans can eat. Students should know that bees produce honey. You could ask students to suggest other animals that provide food and mention that in some countries insects are eaten for food.

Real world science: Point out that coral reefs are in great danger due to human activity and so scientists are studying them in detail. This is another example of the wide range of roles that scientists carry out.

Talking point: Ask students to study the picture of the worm and whale in pairs or small groups. Explain that the drawings are not to scale and ask the students to estimate how big worms and whales are in reality. Students then discuss the questions. Elicit that both the worm and the whale need to take in air and food from their surroundings and they put waste materials and gases into their surroundings. Students should suggest that these two different animals cannot achieve this in the same way as they are different sizes, have different body structures and live in different habitats.

Review your understanding of animals and their external features (p36)Students complete the KWL table. They could discuss their ideas with a partner first and then complete the table. Explain that they should write what they already know in the K column and what they would like to learn or what makes them curious about the topic in the W column. Ask students to use the key words on the unit opener to help them think about their prior knowledge. Encourage students to revisit the table at the end of the unit to complete the L column. This will encourage review and reflectionoftheirlearning.

Section-by-section lesson guide

Topic: External features of animalsSection 1: Identifying different animalsIn this section, students will identify and name some common animals.

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Fascinating fact: Read out the text or ask a student to read it out. Explain that animals and plants are adapted to their habitats. You could discuss some examples, such as why humans live on land and fish live in the sea. Ask the class to discuss if they have any pets and what they have to do to keep the pet healthy. They can talk about the food and water they have to provide and the ways that the animal is kept clean and has enough space to exercise.

Explain that physical characteristics are those features that can be observed.

Question 1: The four physical characteristics are feathers, fur, moist skin and scales. Students could suggest mammals such as dogs, cats, rabbits, bears or deer as examples of animals with fur. For feathers they could name any bird, such as chicken eagle, chicken or bananaquit. Animals with moist skin could include frogs and newts and animals with scales could be lizards and snakes with dry scales and fish with wet scales. You could point out that eyes, ears or limbs are also physical characteristics in addition to body coverings.

Write the words aquatic and land on the board and explain that aquatic animals live in water and land animals live on the land. Ask students to suggest some examples and write these on the board.

Question 2: Students should be able to give the common names of the animals or identify them as fish or birds or mammals. Allow students time to study each picture and list the physical characteristics. Encourage them to describe how these physical characteristics help each animal to survive. For example, the cat has fur to keep it warm, eyes to see prey, ears to hear prey, and claws and teeth for capturing and eating prey.

Question 3: Students should identify the fish as an aquatic animal and the birds as land animals. Characteristics include:

•fishhavestreamlinedbodies,finsandsmooth skin to move through water easily, as well as gills to breathe under water.

•birdshavewaterprooffeatherstokeepthemdry and warm, are lightweight and have wingssotheycanfly,andspeciallyadaptedbeaks and feet to suit their habitats.

Talking point: Ask students to study the pictures showing the camel and penguin with a partner and discuss what would happen if the camel moved to the Antarctic. Students consider how adaptations to life in a hot desert are not appropriate for the Antarctic. They can then look at the adaptations of the penguin, such as extra fat for keeping warm, which are missing from the camel.

Research task: Students should use the internet to research what camels and penguins eat. They should find that camels are herbivores and eat plants such as thorny bushes, date palms, seeds and grasses. Penguins eat fish, which are plentiful in the waters around the Antarctic coastline. This provides further information about why the camel would not be adapted to life in the Antarctic as it would lack food.

Allow the students to read through the text under the Talking point. Ask them to give you examples of animals that are suited to their habitat and then to name a habitat that the animal would not be suited to. You could list some examples of animals and habitats on the board and then ask students to come to the front to draw a line between an animal and a habitat that it is best suited to.

Question 4: Ask students to draw the little egretonpage63oftheStudent’sBookandthen draw circles around any adaptations that help the bird live in its habitat. For example, they should point out the long sharp beak for catching fish, long wading legs, long neck for dipping beneath the waterandwingsforflight.

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Question 5: For this challenge, ask students to fi nd out about an animal that is not common to the Caribbean. They should research its physical features, where it lives and what it eats. Students then present their ideas to the class. You may prefer to allocate animals so that a range is covered.

1 Identifying animals characteristics (p37)

Materials you’ll needdigital cameras or smartphone cameras or drawing materials

Allow students to work in groups of three or four. If possible, allow each group to have a digital camera or smartphone camera. Otherwise, provide drawing materials. Take students outside to an area you identifi ed during the preparation for the unit. Remind students not to touch any animals or make noises that could disturb them. Ask students to draw or take pictures of any animals they see and count the numbers of animals with feathers, fur, moist skin or scales. The results should be recorded in the table. Once back in the classroom, students present their fi ndings as a bar graph.

Test yourself answers1 Any two from: wings, light body weight,largeflightmusclesandstreamlined feathers.

2 Any three from: streamlined shape, tail fi n, dorsal fi ns for stability and swim bladder.

3 Any two from: thick fur on the back to protect from the Sun, thin fur underneath to help with heat loss, largeflatfeettowalkonsand,narrownostrils and two sets of eyelashes to keep sand out.

Section 2: What do animals have in common?In this section, students will explore the basic structures common to many animals.

Talking point: Ask students to study the photographs of the animals with a partner and discuss the questions. This will help them to review their knowledge of physical characteristics but also identify common features of many animals such as heads, legs and eyes.

Read out the text at the bottom of page 64 of theStudent’sBookoraskastudenttoreaditout. Explain that as all animals need to move, breathe, reproduce, sense their environment and feed it is not surprising that many have similar structures to help them to do this.

Surveying local animals


Allow students to work in groups of three or four. Ensure that each group has access to a digital camera or smartphone camera or drawing materials. Take the class to a part of the school grounds or local area where they can observe different animals. Ask students to draw or photograph the animals. Once back in the classroom, they can download photographs and display drawings. Stress that they should label any common features of the animals.

Talking point: Students should identify the crocodile and horse and discuss how they move, sense their environment, eat food and breathe. They should appreciate that though the animals look very different and live in different habitats, they have many features in common to help them perform the tasks needed to stay alive. For example, both animals have legs for movement (the crocodile also has a powerful tail to help with swimming), noses and eyes for sensing their environment, noses to breathe through and mouths to eat food with.

Research task: Ask students to research the functions of the basic animal body parts individually or in small groups. They will

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appreciate that though these parts can be different shapes, sizes and even in different locations on animals they carry out the same functions.

Real world science: Introduce the important concept of animals developing behaviours to help them survive, such as the hunting teamwork of dolphins and the hibernation behaviour of some mammals. You could ask students if they have heard of any other behaviours, such as fi sh forming shoals for protection and big cats hunting in a group.

Test yourself answers1 all animals have hair2leaf,flower

Section 3: Why do animals have different coverings?In this section, students will investigate the functions of different animal structures.

Talking point: Ask students to discuss the photographs with a partner and identify an animal with each covering. They should discuss why the coverings are so important to the animals. They should suggest that the coverings are feathers, dry scales, fur, wet scales and hair. Students can check their ideas by reading the bullet points on page 66oftheStudent’sBookdescribingtheimportance of body coverings.

Ask a student to read out the text about classifi cation. If students fi nd the concept diffi cult, explain that classifi cation is sorting objects by grouping them together if they are similar. For example, students could sort books based on their size or colour of the cover.

Can animals be classified using body coverings?

Materials you’ll needinternet and animal identifi cation books

Allow students to work in groups of three or four. Explain that they are going to carry

out an animal survey that concentrates on body coverings. Take the class to the area you identified in preparation for the unit. This could be a local park, beach, the school grounds or even zoological gardens. Allow students to draw a large version of the table shown on page 66 of the Student’s Book. During the visit they should record two examples of animals they see with each type of body covering. Once back in the classroom, students research two additional animals with each type of body covering and add these to their tables. Display the tables in the classroom so students become familiar with a wide range of animals with different body coverings.

Research task: Students should recall body coverings include feathers, dry scales, fur, wet scales and hair. They should fi nd that body coverings provide:

•waterproofing–oilyfeathersonducksandpenguins or human skin

•insulation–furonanimalsthatliveincoldareas such as polar bears

•protectionfromphysicaldamage–scaleson fi sh protects them as they swim near rocks or coral

•camouflage–stripesonzebrasorthegreen or brown colour on insects living in trees help animals blend into the background to hide

•protectionfromtheSun–thethickfuronacamel’sbackorthescalyskinorasnake

•flight–thefeathersattheendofthewingsofbirdsthatflyhelpthemtocontrol direction

•sensoryorgans–aseal’soracat’swhiskers

•exoskeleton–ahardshelloninsectssuch as ants or crustaceans such as crabs provides structure and rigidity.

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Investigating body coverings

Materials you’ll needpieces of material or paper towel, plastic drinking cups, thermometers, warm water

Allow students to work in groups of three or four. Explain that they are going to investigate how body coverings can help to keep an animal warm. Students will model the heat of the animal using warm water and the different thicknesses of body covering by using layers of material or paper towel. Ask students to read the instructions carefully and predict what they think will happen to the temperature of the water in each container. Students should discuss how they will make this a fair test. Check that they are going to use the same starting temperature and volume of water, the same type of cup and that they are going to leave them in the same area. Allow students to set up the cups. One should have no covering, the second one or two layers, the next five layers and the final one ten layers of covering. Once the cups are set up you can add the warm water for students. This could be hot water from the tap or mix boiling water with cool water until you have a sample of very warm water that will not scald students. Students should record the temperature of the water as soon as it is added to each container and then measure the temperature of the water in each container every 30 seconds. Encourage students to allocate roles so some can be reading temperatures and others recording. An example of a suitable table is shown on page 67 of the Student’s Book. Five minutes should be long enough for students to obtain a range of results and detect significant differences between the containers. Students should then present their findings as a graph and write an individual investigation report. They should see a close correlation between increased layers of insulation and slower loss of heat from the container.

Question 1: For this challenge, ask students to plan an investigation as a group to compare different body coverings rather than thickness of body covering. They should be able to adapt the procedure they have used in the investigation. If you want them to carry out this second investigation, you could provide samples of greaseproof paper, tissue paper, cotton wool, fabrics and fur.

Talking point: Ask students to discuss with a partner how humans can keep warm in very cold climates. They can also talk about how they keep cool in hot weather. Students could suggest seeking out cooler and shadier places, drinking cold drinks, wearing thin clothing and fanning themselves. This will help students to understand that animals use behaviour as well as physical characteristics in order to survive.

Fascinating fact: Ask students if they have seen any examples of animals with shells and emphasise that such animals do not have skeletons inside their bodies.

2 Protection from predators (p38) To introduce this home learning task, explain that body coverings can help animals to hide and blend into their surroundings. Write the wordcamouflageontheboardandexplainthat this means hiding. At home, students research two examples of animals that use camouflage.Theycamouflageafavouriteobject and try to hide it in full view. Persons at home then try to fi nd it. Students evaluate their camouflageandconsiderimprovements.

Test yourself answers1Protectivebarrier,insulation,camouflage,

recognition, keeping the animal dry but stopping it from drying out.

2 Feathers (any bird); fur (any mammal such as a bear or dog); dry scales (reptile such as snakes and lizards); wet scales (fi sh); hard shell (snails and crabs).

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Topic: Vertebrates and invertebratesSection 4: Identifying vertebrates and invertebratesIn this section, students will classify animals as vertebrates or invertebrates.

Read out the text relating to invertebrates on page68oftheStudent’sBook,oraskastudentto read it out. Explain that animals without an internal skeleton are called invertebrates. Some invertebrates are totally soft-bodied and others have a hard outer or exoskeleton. Some invertebrates have a hard shell.

Ask students to study the pictures of the insects. Point out the three-part bodystructure – head, thorax or chest and abdomen. Students should note that many insects have wings, legs, compound eyes and antennae. They should understand that the antennae, which detect chemicals in the air, and the compound eyes allow insects to sense their environment.

Talking point: Ask students to discuss how insects are adapted to their surroundings in pairs. They should suggest that the strong outer skeleton of an insect helps to protect it from its surroundings and the wings and legs help with movement. They should also note that the compound eye is used for seeing and the antennae used for sensing chemicals in its surroundings. Students may also suggest that insect mouthparts are adapted for eating.

Question 1: Students should appreciate that the hard exoskeleton is waterproof and helps stop the insect from drying out. They will fi nd that insects have muscles attached to the inside of the exoskeleton to move the legs and wings. If you dissect a large insect during the next investigation they may be able to see these muscles.

Observing insects

Materials you’ll needinsect for dissection (such as a carabid, barkbeetleordragonfly),handlensesormagnifying camera linked to computer screen, scalpel, small scissors, wooden board

Avoid using stinging beetles or butterflies. Dead insects can be found under leaves and plants. Do not dissect live insects. Gather the class around a central bench so that you can show them the different parts of an insect during your dissection. Separate the head, thorax and abdomen and if you have hand lenses or a magnifying camera allow students to see any antennae or compound eyes. If you cut the thorax carefully you may be able to point out the flight muscles of any winged insects. Emphasise that there are no internal bones or skeleton.

Allow students to read the text and study the picturesonpage69oftheStudent’sBook.They can then work with a partner to answer questions 1, 2 and 3.

Question 1: Students should recognise the outline of the live fi sh and the skeleton of the fi sh.

Question 2: They should identify the backbone as the spine – the long horizontal bone running along the length of the fi sh.

Question 3: Students should appreciate that fi sh move by moving their tails and bodies, with fi ne movement and balance being obtained by the fi ns. They should note the large eye and correctly surmise that it is used to sense its surroundings. You could point out that fi sh have a lateral line along their bodies which detects vibrations and pressure, although it is not visible.

Read out the text explaining that an internal skeleton is called an endoskeleton and write the words endoskeleton and exoskeleton on the board. Circle exo and draw a line to it with the word outer and circle endo and draw a line


to it with the word inner. Explain that fi sh do not have lungs but breathe through gills. Point out the diagram explaining this.

Observing fish

Materials you’ll needgloves, sample of fresh wet fi sh, sharp knife, wooden board

Gather students around a central bench. Place the dead fish on the wooden board and point out the fins, gills, mouth and eyes. Ask students to draw each part of the fish in their notebooks and write down its function. Cut the fish carefully to reveal any internal bones and point out the backbone or spine. Ask students to tell you the differences between an insect skeleton and a fish skeleton.

3 Are the animals vertebrates or invertebrates? (p39) This home learning activity allows students to review their understanding of vertebrate and invertebrate structure. Students should study the x-rays of the animals, identify them as vertebrate or invertebrate then explain the evidence they used to classify the animals. They then design and make a model of a vertebrate. They should use the drawing box and the questions to help them. Examples of materials that could be used include pasta shapes, spaghetti, drinking straws or cardboard. Once completed, students evaluate their models. Ask them to bring their models into class.

Test yourself answers1 I nsects have an exoskeleton that is hard

but jointed so it can bend. Internal muscles move the skeleton.

2 Fish are known as vertebrates because they have an internal skeleton and a backbone.

Section 5: Classifying vertebrates In this section, students will classify animals as vertebrates or invertebrates.

Talking point: Ask students to compare the pictures with a partner and determine what the snail has that the human and snake do not have. They should appreciate that the snail has a hard shell, unlike the snake andhuman.Therestofthesnail’sbodyissoft and damp.

Ask students to feel the back of their neck and detect the small bumps that are the bones of the backbone or spine. Reminds them that an animal with a spine is called a vertebrate and an animal without a spine is called an invertebrate.

Question 1: Students should understand that a snail is an invertebrate because it does not have an internal skeleton.

Research task: Ask students to use the internet, guidebooks or other sources to identify two examples of invertebrates that live in your local area. They should draw a picture of each one in their notebooks or onto paper if you want to create an invertebrate display on the classroom wall.

Comparing animalsAsk students to work in pairs and stress that they will be using their observation skills. They have to use their prior knowledge to help them classify the animals as vertebrates or invertebrates. Students should look for the internal skeleton and backbone to identify the vertebrates. These are the bird, snake and frog. The starfish, jellyfish and earthworm, lacking an internal skeleton, are invertebrates.

Real world science: Explain that the scientifi c naming of animals and plants is based on a system developed by Swedish scientist, Carl Linnaeus, who died in 1778. This shows that scientists have been identifying and naming animals and plants for hundreds of years.

Question 2: Students should discover that the internal skeletons of sharks and many other fi sh are made from cartilage. This is not as hardasboneandismoreflexible.Explain

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that cartilage is found in their skeletons where bones meet at joints. The insides of the ear and nose are cartilage and not bone.

Point out the picture on page 71 of the Student’sBookandexplainthatvertebratescan be divided into fi ve smaller groups called classes. Ask students to read out the description of each class. You could ask them to close their books and then read out the descriptions and ask students to say which class of vertebrates you are describing.

Investigating different classes of vertebrates


Organise students into groups of three or four. Take students to a local zoo or other place you identified as part of the preparation for this unit. Allow students to observe the different animals and ask them to take photographs or draw the animals. They should record their observations in their notebooks. They should find out whether the animals lay eggs or not and whether they are warm or cold blooded through observation, by looking at information posters or by asking staff members. Students should use their observations and the information on page 71 of the Student’s Book to classify each animal into one of the five vertebrate classes. They should present their ideas as a five-minute group presentation. This could be an electronic presentation or by talking about a poster, which is often done at scientific conferences.

4 Investigating vertebrates (p40)Ask students to work individually for tasks 1 and 2. Explain that they should label the drawing of the fi sh using the words in the box. They then write down the functions of scales (protection), eyes (detecting surroundings), fi ns and tail (movement) and mouth (feeding). Then, organise student into groups of three

or four. Allocate each group a different class of vertebrate to study. Ask students to use the instructions to help them decide what to study. Encourage them to try and fi nd some unusual examples as well as common examples. Each group should produce a poster highlighting the key information about their vertebrate class. Ask the groups to work with another group who have studied a different vertebrate class. Students should take it in turns to teach the other group about their vertebrate class. They should identify any things that the two classes have in common and how they are different. Students can then show these as Venn diagrams. Explain that a Venn diagram has two large circles that overlap – the overlap part is where common features are written and the separate parts are where differences are written. Display the Venn diagrams in your classroom.

Test yourself answers1 Vertebrates have an internal skeleton andbackboneandinvertebratesdon’t.

2 Fish, amphibians, reptiles, birds, mammals.3 Students could mention: fi sh are covered

in wet scales, are cold blooded and breathe through lungs; amphibians have damp smooth skin, breathe through lungs or gills, are cold blooded and lay eggs in water; reptiles have dry scaly skin, breathe through lungs, are cold blooded and lay eggs; birds are covered in feathers, lay eggs, are warm blooded and breathe through lungs; mammals are covered in fur or hair, feed their young on milk, are warm blooded and breathe with lungs.

Topic: Looking after the natural environmentSection 6: Human impact on natural habitatsIn this section, students will explore ways that humans have impacted natural habitats.

Talking point: Ask students to study the left-hand picture of the beach with a partner and decide what they would tell the persons digging the sand and chopping and burning

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wood. Students should appreciate that these activities damage the beach, remove habitats and cause pollution. Next, students should study the right-hand picture. They should observe that the beach is being respected and conserved through the planting and protection of trees, provision of litter bins and the clean-up of pollution.

Question 1: Students may be able to discuss some beach conservation they have done. If they have not done any, you could consider organising some. There are international projects that schools can join in with and these can be found by searching on the internet for beach conservation projects. Students may suggest that conservation work helps animals and plants by protecting and creating habitats, reducing pollution such as plastic waste that can strangle or poison animals and by stopping sand and soil from blowing away or washing into the sea.

Fascinating fact: Explain that coral reefs act as natural protection for coastlines. Point out that these delicate ecosystems are at great risk of being lost and so need to be protected.

Question 2: Encourage students to think about some ways that conservation can take place and how waste materials can be recycled to reduce pollution and litter. Students should produce a poster that would be suitable to be pinned up near a beach. It should inform persons about conservation and encourage them to protect and conserve the beach.

Research task: Allow students to use the internetandcollectleafletsfromlocalinformation centres or hotel lobbies to fi nd out more about any conservation groups in your area. Some of these are very specifi c and so students should fi nd out exactly what the groups do.

Question 3: Students can discuss in pairs and decide how they would investigate how trees can prevent sand being blown away. You could model this using trays of dry sand, twigs and a hairdryer or take students out to a local beach on a windy day so they can see

how small barriers like twigs slow down the movement of sand.

Talking point: Working in pairs, students should study the photograph of the oily beach and answer the questions. They should appreciate that the persons are cleaning up the beach and birds because they have been covered by oil. Explain that oil can arrive on beaches from damaged oil wells or damaged ships that are carrying it. Students may have experience of seeing local groups on a clean-up campaign and they should be able to list some groups from their research task.

Question 4: Ask students to share their ideas with the class and ask them why they selected the particular issue to conserve and protect.

Real world science: Ask the students to read the text and then discuss examples of when they have recycled, reduced (such as not using plastic bags) or reused materials. Students can then discuss how this can help the environment. They should appreciate that by using fewer natural resources they will help the environment. Help them to link the energy needed to produce objects, and the pollution made during production to the concept of reducing.

Designing laws to protect habitats

Materials you’ll needbanner or poster paper, coloured paints, pens and pencils

Organise students into groups of three or four. Explain that they are going to consider all of the information they have learnt about the impact of human activities on animals and plants and then design three laws that they could pass that would help to protect living things. Ask each group to explain their laws to the rest of the class. The whole class then votes on the laws to decide which two will be the class laws. Ask students to make a banner or poster to display in the classroom to tell everyone visiting what the laws are. Encourage them to make them eye-catching by including slogans and drawings.

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Question 5: For this challenge, ask students to use the internet and books to investigate how damage to a beach can have a big impact on turtles, sea birds and coral reefs. They should conclude that the damage can remove habitats by removing nesting places or food supplies while pollution, litter and sand can wash onto coral reefs and damage them.

Question 6: Students should understand that coral reefs are important because they are rich in marine life including fish used for food, they attract tourists and protect the seashore from wave damage. Communities and countries can work together to protect coral reefs through international agreements on levels and methods of fishing, pollution, global warming and research.

5 Conserving resources (p41)Students can complete this activity individually or with a partner. They should study the picture and write down three ways the environment could be damaged. Suggestions may include cutting trees down for fuel or building, removing vegetation to make farming land, air pollution damaging plants and animals, litter or human impact through walking or driving through the area. Students should use their imagination to draw what the damaged environment would look like. They then use their ideas to help them design a poster to explain why the environment should be protected. Suggest a before and after drawing. Finally, they should think back to the laws they created and list three things that everyone could do to conserve the environment.

Test yourself answers1 Examples include: cutting down plants,

removing sand and soil, dropping litter, water and air pollution, building roads and other structures.

2 These activities remove habitats and can allow sand to wash from the beaches onto coral reefs.

3 Students can describe one of the groups they have researched and should include what the group are trying to protect and how they are doing it.

Science projects Vertebrate watch

Materials you’ll needvertebrate identification keys, binoculars, digital camera or drawing materials

Allow students to work in groups of three or four. Explain that they are going to carry out a scientific survey of the vertebrates in your local area. Ask them to keep a record of the animals they observe every day for five days. This can be on their way to and from school, during school, on any visits you arrange or at home. Each day, allow the groups to collate their information and create a group table similar to the one onpage74oftheStudent’sBook.Afterfivedays, each group should have a record of how many animals in each vertebrate class they have observed. Ask students to analyse their data and then prepare a presentation to describe the most common vertebrates in their area. They should use charts, such as bar charts, to present their findings. The presentations should include how the vertebrates are adapted to live where they were seen and how the body coverings vary and enable the animals to survive in their habitats. Drawings and photographs should be included in the presentation.


1 a This body part belongs to a bird and is

adapted for flight. b This body part belongs to an amphibian

and is adapted for jumping. c This body part belongs to a fish and is

adapted for swimming. d This body part belongs to a mammal and

is adapted for walking.2 b vertebrates 5 b feathers3 c lizard 6 a true4 d insects

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68 Unit 4 Sense organs

Unit 4 • Sense organs


pageWorkbook page


Why are sense organs important?

1 Functions of the sense organs 78 43

2 Using your sense organs 79 44

3 Comparing animal and human sense organs

80–81 45

The structures and functions of the sense organs

4 How we see things 82–83 46

5 How we hear sounds 84–85 47

6 How we sense smells 86–87 48

7 How we taste substances 88–89 49

8 How we sense touch 90–91 50

Misleading and extending the senses

9 How our senses can trick us 92–93 51

10 Technology and the senses 94–95 52

Caring for and protecting the sense organs

11 Protecting our sense organs 96–97 53

12 Adapting to the loss of sight 98–99 54

13 Adapting to the loss of hearing 100–101 55



The science behind the unitThisunithelpstodevelopstudents’understanding of the names and functions of the sense organs. They will be familiar with the five senses and can share experiences of using the senses to detect their environment. You will need to stress that the senses work together rather than as separate processes, for example, we see, smell and taste food. We also detect its texture as we are chewing it and foods make different noises as we eat them. Students will consider how animals other than humans use their sense organs in particular situations and compare and contrast human and animal senses. Allow students to talk about as many different animals as possible and include examples of animals with very sensitive eyesight and hearing. Also include the use of other senses such as echolocation in bats and the lateral line in fish.

In the unit, students study the functions of the sense organs and learn about stimulus and response. They also investigate examples of how our senses can be misled or confused. This is a useful introduction to how technology can be used to extend the senses. Students describe some of the ways that our senses organs can be protected and taken care of and learn more about how humans adapt to loss or limitation of a sense organ. It is very important to avoid presenting sight or hearing impairment as a disability and students should be encouraged to appreciate that persons have impairments they adapt to rather than being impaired persons. Using examples of persons who are successful in sport and other walks of life can contribute to this attitude in a positive way. There are opportunities to link the work on senses with language development through creative writing, music and poetry.

69Unit 4 Sense organs

Preparing for the unitReview prior knowledge and ideas about the senses and discuss how students use their senses. Encourage them to discuss what life would be like without the senses and elicit prior understanding of how the senses work by asking students to tell you how they actually see or smell objects. Check if any students have injuries or illnesses that impair any of their sense organs and deal with this issue sensitively. Download pictures and videos from the internet showing a range of animals with different shapes and arrangements of sense organs, such as animals with very large eyes or ears or the tongues of snakes being used to sense the environment. Identify a suitable venue where you can take the students to observe animals. You could go to the zoological gardens used in the previous unit. Follow school procedures for organising and taking educational visits and obtain as much information from the zoological gardens in advance as you can. This will allow you to plan logistics and will also allow students to research some of the animals and think of some questions in advance. Arrange with a local butcher or market stallholder to obtain some samples of eyes, for example from a cow or chicken. You can dissect these to show the structure to the class. If you have ethical problems in dissecting an eye, then a suitable plastic model can be purchased. Contact a local school or hospital to identify some persons with limited hearing or contact a person known to you or colleagues who has hearing impairment. Invite them in to talk to your class about how their hearing is impaired and how they adapt to cope with this.

Materials you’ll need A4 paper, animal eye (such as cow, sheep or chicken) or a plastic model of an eye, blindfolds, card, cardboard boxes, clean straws, coloured paints, construction materials (such as plastic tubes, funnels, cardboard tubes, cardboard and paper), containers with

liquids (water, cold coffee, salty water, sugar water and lime or lemon juice), containers with lids, cotton wool, digital cameras or smartphone cameras, drawing materials, dissecting board, earphones or ear protectors, food and drink(suchasflavouredcrisps,fruitsegments, cheese, bread, cold vegetables and fruit juices), glue and sticky tape, large cardboard boxes, magnifying glasses or hand lenses, materials (such as wood, metal, sandpaper and fabric), modelling materials (such as foam rubber, modelling clay, cardboard and paper), narrow boxes or cartons, objects (such as pencil sharpeners, pencils, pens, erasers, soft toys, non-sharp tools, books, tissue paper, newspaper and aluminium foil), objects with different textures (such as keys, toothbrushes, soft toys, books, tissue paper, fabrics, pieces of orange or lemon), paper plates, perfume, pieces of cloth, pieces of material suitable for blindfolds, plastic drinking cups, plastic spoons, plastic straws, objects to hide (such as small toys or sweets), rubber gloves, scalpel, scissors, small mirrors or mirrors cut from old CDs, small plastic bottles with lids, substances that make smells(suchascinnamon,flowerpetals,soil, tea tree oil, diluted peppermint oil, oranges, bananas, lemons, vanilla extract, chocolate, mango leaves, sweetsop leaves or spices such as allspice), substances with strong smells (such as onion, lemon, vinegar, perfume, rose petals, coffee powder or other substance with a characteristic aroma)

Getting started: the unit opener Read through the key words with students and make a list on the board. Ask them to explain any of the words they have heard of before. Circle any words that are unknown by the majority of the class and tell them they will be learning about these words during the unit.


Talking point: Ask students to study the persons in the picture with a partner. They should discuss how the persons are fi nding out what is happening around them. They should imagine what life would be like for these persons if they could not detect their environment. Students should appreciate that the persons are using the senses of sight, hearing, smell, touch and taste. They should appreciate that without these senses life would be more diffi cult, less enjoyable and more dangerous.

Fascinating fact: Point out the huge number ofimagesprocessedbyaperson’seyesintheir lifetime. Students may be surprised to fi nd out that humans can detect the light of a candle from nearly 20 km away and can see starlight from much further.

Real world science: Ask students to list some of the ways that scientists are extending or supporting our senses. Students could suggest:

•sight–thedevelopmentofglasses,binoculars, microscopes and telescopes

•hearing–hearingaids,stethoscopesandsensitive microphones

•smellandtaste–machinesthatsensesmells and tastes in industries such as drinks and perfume manufacturing, and devices that test emissions from vehicles to detect chemicals with much more accuracy than the human nose.

Now point out the photograph that shows that individual houses can be seen from space using modern cameras.

Review your understanding of sense organs (p42)Students complete the KWL table. They could discuss their ideas with a partner fi rst and then complete the table. Explain that they should write what they already know in the K column and what they would like to learn or what makes them curious about the topic in the W column. Ask students to use the key words on

the unit opener to help them think about their prior knowledge. Encourage students to revisit the table at the end of the unit to complete the L column. This will encourage review and reflectionoftheirlearning.

Section-by-section lesson guideTopic: Why are sense organs important?Section 1: Functions of the sense organs In this section, students will learn about the functions of the sense organs and understand that sense organs work together.

Talking point: Ask students to look at the textatthetopofpage78oftheStudent’sBook and the pictures illustrating the fi ve senses with a partner. They should talk about examples of how they have used each sense today. Ask volunteer pairs to give you some examples.

Question 1: Students can discuss in pairs, then write individually, about what it would be like to lose one of the senses. They can work together on a poster for display in the classroom.

Fascinating fact: Ask students to read the information. It should help them to appreciate how intricate and important the organs are that detect smell, colour and sounds.

Investigating objects using the senses

Materials you’ll needlarge cardboard boxes, objects with different textures (such as keys, toothbrushes, soft toys, books, tissue paper, fabrics, pieces of orange or lemon)

Allow students to work in groups of three or four. Try to give each group a different range of objects. Ask students

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to read through the instructions then set up their cardboard box. They do this by placing objects into the box and closing the lid so that another person cannot see the objects. Once the boxes are set up, students take it in turns to reach in and pick up an object and try to identify it without looking at it. They are allowed to use hearing, touch and smell. They record their results in a table. Alternatively, once the boxes are set up, groups could rotate around the room so that they examine a wider range of objects.

Senses and the sense organs (p43)This activity could be used as an individual or paired activity to review learning. Students label each sense organ then write down the sense detected and an example of where they have used the sense.


1 Sight, hearing, touch, taste, smell.2 The senses help us detect our

environment, recognise persons and food, keep safe and enjoy the things around us.

Section 2: Using your sense organs In this section, students will look at how the sense organs are used.

Talking point: Ask students to study the pictures of the fruit with a partner. They should discuss which they think would be safer to eat and decide which senses they use to fi nd out if food is safe. Students should appreciate that food that is not safe to eat (picture B) often looks rotten or mouldy and smells unpleasant and so sight and smell are used.

Question 1: For this challenge, students select one of the senses and write a short poem about why it is important. You can ask students to read out their poems to the class and/or display them on a wall.

Research task: Organise students into groups of three or four. Allow them access to the internet, school library or other sources of information so that they can research the uses and importance of the senses. Students should discover that the senses work together to help us to detect what is going on around us. For example, to protect us from danger, to help us fi nd and test foods and drinks, to sense hot and cold to protect ourselves from being burned or getting too cold and to communicate with each other.

Fascinating fact: Point out that the senses are linked, especially taste and smell. Ask students if they are put off some foods by their smell.

A smell treasure hunt

Materials you’ll needperfume, pieces of cloth, pieces of material suitable for blindfolds, plastic drinking cups, objects to hide (such as small toys or sweets)

Allow students to work in groups of three or four. Ask students to read through the instructions then set up their scent trail. They do this by placing a few drops of perfume onto each piece of cloth then placing a single piece of cloth in each cup. A trail of four or five cups can be set out in a small area, or five or six cups in a larger area. Once the trail is set up, one student should be blindfolded. This should be a volunteer and if students are uncomfortable about being blindfolded they can perform the task with their eyes closed. The area around the trail should be cleared of bags and chairs and the student can try to move slowly from one cup to another on hands and knees using their sense of smell. Remind students to waft the smell towards them. Allow each student to have a turn at being the treasure hunter. Finally, ask students to evaluate how easy or difficult it was to follow the trail using only their sense of smell. You could ask if they know any animals that might have found the task easier.

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2 Using your senses (p44)

Materials you’ll needleaves,flowersandfruits,screwtopbottles, water, fi lter paper or paper towel, cutting boards, knives or scissors, pestle and mortar, fi lters made from the top of soft drink bottles

Students should work in small groups. Check that they do not have any allergies that would stop them handling plant materials and demonstrate how they should smell substances by gently wafting the smell towards them. Point out the engineering design process and explain that they must follow this to design a method to extract scents from the plant materials. Allow students to collect suitable leaves,flowersandfruits.Theythenmakeandtest their scents and decide which is the most attractive. They should give their scent a name then design a poster or advert to advertise it to the class. As a challenge, ask students to create a television advert for their scent. They could use a video recorder or smartphone to fi lm someone talking about the scent.


1 Nose.2 Sight can be used to check if the food

looks discoloured, too soft or mouldy and smell can be used to detect unpleasant smells.

Section 3: Comparing animal and human sense organsIn this section, students will explore how animals use sense organs and how the sense organs of humans and animals are different.

Talking point: Ask students to read the text atthetopofpage80oftheStudent’sBookwith a partner then discuss and answer the questions. Students may use visible sense organs, such as visible eyes and ears, to determine which animals might have the best hearing and the best sight. There is no absolute answer as birds have sensitive

hearing without visible ears but accept that the monkey can be regarded as the best based on the limited evidence. The monkey, frog and bird all have good eyesight, which is designed to achieve different things. Monkeys have forward vision and can recognise distance and spatial arrangements, birds can detect smaller objects and movement, and frogs have eyes that are adapted to see both above and below water. The purpose is for students to discuss the visible sense organs so any suggestion backed by evidence is a reasonable hypothesis.

Field trip to a zoo or farm


Allow students to work in groups of three or four. Ask students to read through the instructions then explain that you are taking them to observe animals on a farm or in a zoo. During the visit, ask students to select one animal to study in detail. They should photograph or draw the animal and note how it uses its senses. Back in the classroom, students write a scientific report, either individually or as a group. They should include photographs or drawings, how the animal used its senses to find shelter, find food, communicate and sense danger. Once the reports are finished, collate them into a class book of animals and their senses.

Fascinating fact: Explain that snakes detect scents using their tongues. Students may have seen videos of snakes moving their tongues quickly in and out and so will understand that this is one way they detect their surroundings.

Real world science: Explain that scientists study animals in zoos so that they can help to preserve animals that are at risk of extinction. By studying captive animals, scientists can apply their knowledge to similar animals in the wild.

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Question 1: For this challenge, students select an animal to research or you can allocate an animal. They should research the sense organs of the animal and how they are similar to or different from human senses.

3 Making a mammal mask (p45)

Materials you’ll needcard, coloured paints, cotton wool, glue, sticky tape

Students can carry out this task individually. They should select an example of a mammal then use the materials provided to design and make a mammal mask. Students can model their masks to the rest of the class and the masks also make interesting classroom displays. You could ask students to take their masks home to explain to their family about the senses. Students then write a short poem about what life would be like if their eyes, nose and ears stopped working. Read out some of the poems to the class.


1 The animal might live in the soil or in a dark place such as a cave or deep underwater.

2 The senses help animals to detect food, avoid being eaten, find shelter, sense danger and communicate. Students should describe some of the ways animals do this based on their research.

Topic: The structures and functions of the sense organsSection 4: How we see things In this section, students will look at the structure of the eye and understand how we see.

Read out the text at the top of page 82 of the Student’sBookoraskastudenttoreaditout.Ask students if they can name any of the major

parts of the eye. They may have heard of the lens and pupil. Allow them to suggest animals they think have very good vision based on how the eyes appear. They can also draw on their work from an earlier session when they researched the senses of an animal.

Fascinating fact: Point out just how much information from the eyes has to be processed by the brain. Ask students to discuss an example of when they have found it difficult to see and process some information, For example reading the small print on a label or trying to see something when it is getting dark. Ask them what they did to try to see the example more clearly.

Question 1: Students should discuss the pictures of the eye with a partner then look ateachother’seyesandidentifythepupiland the iris. They should also observe what the pupil looks like in the dark and in bright light. Stress that students should never look at very bright lights such as the Sun so in this context bright simply means the well-lit classroom.

Question 2: Students should observe that in the dark the pupil becomes larger as it opens to allow more light into the eye. In brighter light the pupil becomes smaller as it closes to limit the amount of light that enters the eye. Point out that this mechanism alone is not enough to protect the eye from very bright light and they must never look directly at the Sun or any bright light source.

Explain that the pupil allows light into the eye to reach the retina. This excites the optic nerve and messages are sent to the brain to be interpreted.

Real world science: Explain that eyeglasses are an early technology that has enhanced our senses. Students may be surprised to find out that eyeglasses have been in use for over 700 years.

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Question 3: For this challenge, ask students to study the structure of the eye shown in the picture then create a poster-sized diagram of the eye. Students can use the internet, books and magazines to fi nd out the function of each part of the eye and add the function to the appropriate part of their diagram. They draw arrows on their diagram showing the route that light travels into and through the eye.

Investigating the eye of another animal

Materials you’ll needanimal eye (such as cow, sheep or chicken) or a plastic model of an eye, dissecting board, rubber gloves, scalpel, scissors

Take care to obtain the animal eye from a reputable source. Wear rubber gloves when dissecting and discard the cut eye appropriately as animal materials can carry disease bacteria. Thoroughly wash all equipment with detergent or antiseptic after the dissection. Gather students around a central bench. Allow any students who do not wish to see the dissection too closely to stay at the back. Point out the front of the eye and show the eyelid, cornea, sclera (the white of the eye) and any fatty tissue. Point out the back of the eye and show the optic nerve. If the nerve is not visible, you may have to move some of the fatty tissue until you expose it. Next, cut away any fatty tissue and eyelid from the front and back of the eye but do not remove the optic nerve. Place the eye on the dissecting board so the cornea is on the left and the optic nerve on the right and cut through the sclera halfway between the cornea and optic nerve. Point out the fluid that runs out. Use scissors to cut round the sclera so you have two hemispheres. Use the scalpel to lift the retina away from the back of the eye. Use scissors to cut away at the front of the eye to separate the cornea. You can point out the lens at this stage. This is held by muscles that help the lens become fat or thin to help with focus. Remove the lens by pulling it free and point out the shape. You can hold up the eye to show the pupil letting light through. Students should compare the eye to a human eye and list the similarities and differences.

4 The structure of the eye (p46) This home learning activity can be used as a useful summary of the structure of the eye and the functions of each part. Students should label the diagram using words from the word box and then complete the table with the function of each part of the eye.


1 The pupil is a hole that controls the amount of light entering the eye. The retina is at the back of the eye. It detects the image and sends messages to the brain.

2 Cornea, pupil, lens, retina, optic nerve, brain.

Section 5: How we hear soundsIn this section, students will look at the structure of the ear and understand how we hear.

Question 1: Ask students to read through the textatthetopofpage84oftheStudent’sBook with a partner and study the diagram of the ear. They should discuss the picture of the outer ear and look at their own ear using a mirror. They identify the parts of the ear and then draw large versions of their ears. Remind them to label their diagrams.

Investigating the role of the outer ear

Materials you’ll needcard, scissors

Allow students to work with a partner. Ask students to read through the instructions then take it in turns to cover their ears while their partner counts out loud to ten. This should be in a normal speaking voice, not whispering or shouting. Students use a scale from 1 to 5 to describe how well they hear the counting. The investigation is repeated, but this time with the ears uncovered. Then ask students to cup their hands behind their ears and their partner to count out loud for a third time. Once again, students determine on a scale of

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1 to 5 how well they heard the sound. They should find that cupping hands around their ears helps them hear best. This is why many animals, including humans, have an outer ear. Ask students to design and make large false ears using pieces of card and attach them to their ears. Point out the picture to give them a clue. Students take it in turns to wear the ears while their partner walks away and counts. Students should find that the false ears improve their hearing.

Read out the text at the top of page 85 of the Student’sBookandaskstudentstomovetheirfi ngers across the diagram of the ear as you describe sound passing through the ear. Explain that auditory is a scientifi c word for hearing or sound.

Fascinating fact: Point out the examples of animals that do not have ears but can detect sounds or pressure changes.

Real world science: Ask students if they have heard of the word acoustic. For example, they may have heard of an acoustic guitar. Point out that the study of acoustics helps us in many ways, such as protecting our hearing and designing better buildings, tools and vehicles.

Questions 2: Ask students to work with a partner to produce a poster-sized diagram of the ear. They should clearly label each part.

Question 3: Ask the pairs to research the function of each part of the ear and add it to their poster. They should fi nd that the outer ear (pinna) collects sounds like a funnel and passes them down into the ear canal as vibrations. These vibrations are then transmitted along the auditory nerve to the brain for processing. The text on page 85 oftheStudent’sBookwillbeusefulbutyoucould also allow students access to the internet and other resources. Students should draw large arrows on their diagrams to show the route that sound takes into and through the ear.

5 How does sound travel through the ear? (p47)This home learning activity can be used as areviewofstudents’understandingofthestructure and function of the ear. They should label the diagram using the words in the word box then draw the route that sound takes into and through the ear. They should research how the eardrum can be damaged. Students should discover that loud sounds can damage the eardrum. This makes hearing diffi cult as the eardrum has to vibrate to pass sound waves into the middle ear.


1 The pinna helps to funnel sound waves down into the ear. The eardrum vibrates and passes the vibrations to the middle ear.

2 Pinna, ear canal, eardrum, middle ear, inner ear, auditory nerve, brain.

Section 6: How we sense smellsIn this section, students will look at the structure of the nose and understand how we sense smell.

Question 1: Organise students into pairs and hand out mirrors to each pair. Ask students to discuss the picture of the nose. Students should look carefully at their own noses using the mirrors and identify the different parts.

Question 2: Allow students to move around the class so they can compare the shapes of allthestudents’noses.Theyshoulddiscussthese shapes with their partner and list similarities and differences.

Read out the text at the top of page 86 of theStudent’sBook.Askstudentstostudythepicture. Point out that nerves at the back of the nose (nasal cavity) detect chemicals and pass the message to the brain. The brain makes sense of the smells by comparing them with those in the memory. If there are no identical smells the brain will try to fi nd any close matches.

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Fascinating fact: Point out how our sense of smell can be used to detect danger. Ask students if they have ever detected danger by smelling a harmful substance.

Investigating your sense of smell

Materials you’ll needcontainers with lids, substances with strong smells (such as onion, lemon, vinegar, perfume, rose petals, coffee powder or other substance with a characteristic aroma)

Prior to the lesson, place one substance in each container and fasten the lids.

Place the substances at the back of the class and stand next to them. Ask students to face the front of the room. Tell them you are going to take the lid off one container and they should raise one hand as soon as they can smell the substance. When they can identify the substance they should raise the other hand. Ask students to describe the smells and determine which students could smell the substances first. Students should be able to detect most of the substances based on their smell. The students nearest to you when you open the containers should smell the substances first. Explain that the smells spread out from each substance to eventually fill the room.

Fascinating fact: Ask students if there are any smells that remind them of particular persons or of being younger.

Question 3: For this challenge, ask students to draw a large, labelled diagram of the internal structure of the nose and nasal cavityasshownonpage86oftheStudent’sBook. They should add large arrows to show the route that odours travel into and through the nose and how messages reach the brain.

Real world science: Ask students to discuss what the person in the photograph is doing. They should recognise that the person is smelling the substance (coffee). Point out

that although scientists have invented machines that can identify smells, many companies still prefer to trust the human sense of smell. Encourage students to discuss why companies might trust human sense over machines.

6 Testing sense of smell (p48)

Materials you’ll needsmall plastic bottles with lids, substances that make smells (such as cinnamon, flowerpetals,soil,teatreeoil,dilutedpeppermint oil, oranges, bananas, lemons, vanilla extract, chocolate, mango leaves, sweetsop leaves or spices such as allspice)

Students could work in groups of four or they could work in pairs with one smelling tester per pair which could be combined to make a class set. Provide students with a range of substances. Tell them not to use their own substances, only the ones you provide, and remind them to smell the substances by wafting the smell towards them as shown in the picture. Once the substances are added to the bottles and the bottles are coded, students should challenge each other to identify the smells. They then complete the table and answer the questions.


1 The hairs help to trap dust and dirt from the air.

2 Nostril, nasal cavity, nerves, brain.

Section 7: How we taste substancesIn this section, students will look at the structure of the tongue and understand how we taste.

Ask students to work in pairs. They should read the text and examine the photograph on page 88oftheStudent’sBook.

Questions 1: Hand out mirrors. Students use the mirrors to look at their tongues and try to identify any bumps, which is where the taste buds are.

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Question 2: Students compare their tongues withtheirpartner’stonguestonoticeanysimilarities and differences.

Fascinating fact: Points out how many taste buds there are on the tongue and that they are replaced every two weeks. Also point out that older persons lose their taste buds and so foods do not taste as strong.

Read out the text about cleaning the tongue and carry out a quick survey by using a show of hands to fi nd out which students in the class clean their tongues as well as their teeth.

Allow the students to read through the text at the top of page 89 and then ask them if they have heard of the idea that the taste buds are arranged in groups in certain parts of the tongue. Students can share their ideas about whether they detect tastes differently if they have a substance such as a piece of chocolate on the front or back of their tongue. Explain that they are going to put the theory of grouped taste buds to the test, then hand out a piece of chocolate or a candy for students to test this out.

Real world science: Point out that taste buds were fi rst seen over 400 years ago by an Italian scientist using an early microscope.

Investigating taste

Materials you’ll needclean straws, containers with liquids (water, cold coffee, salty water, sugar water and lime or lemon juice)

Allow students to work in pairs. The liquids you provide must be clean and safe. Ask students to read through the instructions and remind students that they must not share straws. Explain to students that the tongue map shows where scientists once thought that certain flavours were detected. They are going to test this idea and arrive at their own conclusions. Students place one drop of the salty liquid on to different areas of their partner’s tongue. The partner should

describe what they taste and they record the results. The investigation is repeated for the other substances. Students should wash out their mouths with clean water after each drop. Students then swap roles and repeat the investigation. Students should find that the tongue map is incorrect and you can use this as an example of how a scientific idea can be spread without being questioned or challenged. Explain that good scientists always check facts and test ideas.

Research task: Ask students to use the internet and books to research what smoking can do to taste buds. They will discover that cigarette smoke damages taste buds and so smokers have a reduced sense of taste.

7 Testing taste (p49)

Materials you’ll needblindfolds, food and drink (such as flavouredcrisps,fruitsegments,cheese,bread, cold vegetables and fruit juices), paper plates, plastic spoons, plastic straws

Organise students into groups of four or fi ve. Explain that they are going to plan an investigation into the sense of taste. They need to investigate whether the sense of sight has an effect on the sense of taste or whether the sense of smell has an effect. Ensure that some groups test smell and some groups test sight. Give students a selection of food and drink. Remind students that they must use a separate clean plastic spoon or straw for each food or drink and never share them. Students plan a suitable way of testing sense of smell or sense of sight and write it out. They then carry out their investigations and record their results. Groups should compare their fi ndings about how food and drinks taste with sight or smell removed. They should discover that the senses of sight, smell and taste are all linked and if sight and/or smell are temporarily removed it is harder to detect taste.

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1 Taste buds.2 The substance spreads out on the

tongue and is detected by the taste buds. These send messages along to the brain.

Section 8: How we sense touchIn this section, students will look at the structure of the skin and understand how we sense touch.

Talking point: Ask students to study the text andpictureonpage90oftheStudent’sBook with a partner then discuss the questions. Students should appreciate that the persons are using touch to check the texture of the fabrics. They are using their fi ngers because there are more nerve endings there than in the arms.

Ask students to read the text and then stand up. On your command they should all sit down very slowly until they can just detect the chair beneath them. Ask them to discuss why it is important that they can feel the seat before sitting down completely. They should realise that it helps them to make sure they are not going to fall down. Next, ask students to discuss and share when they have felt pain, pressure, heat, cold and texture (feeling) of a substance with their fi ngers. Invite students to think about why, in each case, the sense of touch was important.

Question 1: Examples could include holding objects,sensingthefloorwhenwalkingorwhen something is pressing down on top of them, such as a heavy blanket.

Real world science: Point out that scientists cangraftskinfromonepartofaperson’sbody to another. This is important in healing burns and wounds. Sometimes the skin in the area from where the graft is taken from is not as sensitive. Doctors also try to take skin for grafting from an area that will be hidden by clothing.

Ask students to read the text describing how the skin allows us to sense touch. Explain that a stimulus is anything that excites a nerve and makes it send a message to the brain.

Fascinating fact: Explain that the mouth, hands and feet are the most sensitive parts of the body with the back being the least sensitive. It is possible to download pictures from the internet that show the human body with the most sensitive parts drawn to a much larger scale.

Studying skin

Materials you’ll needmagnifying glasses or hand lenses

Allow students to work in groups of three or four. Ask students to read through the instructions then examine their skin using a magnifying glass or hand lens and record their observations. Students should realise that skin varies from place to place on the body with the fingertips showing patterns of ridges and troughs that are the fingerprints. The different parts of the body have slight changes in skin surface as some areas sweat more and so will have more sweat pores. Other areas grow protective hair. Parts that bend a great deal often have folds and creases and the fingertips have fingerprints to help with grip. Students should share their ideas with the class.

Making a model skin

Materials you’ll needglue or sticky tape, modelling materials (such as foam rubber, modelling clay, cardboard and paper), scissors

Allow students to work in groups of three or four. Ask students to read through the instructions and then study the picture of the structure of the skin on page 91 of the Student’s Book. They should make a model of the skin showing the different parts of the skin, informed by their research. ICT p.9


They should add information labels about the function of each part. Students present their models as part of a class exhibition.

Ask students to read through the text about protecting their skin and not using chemicals to lighten or bleach the skin. Ask them to discuss how they protect themselves from the Sun and emphasise that they should wear hats and sunscreen. The chemicals used to lighten or bleach skin are harmful and can cause swelling and burns.

8 Skin sensitivity (p50)

Materials you’ll needblindfolds, materials (such as wood, metal, sandpaper and fabric)

Ask students to work with a partner. One student should wear a blindfold and the other should place one of the materials in front of them. The blindfolded student touches the material and tries to identify it. Remind students to stay in their seats while they are blindfolded. Students should take it in turns until they have tested six materials and completed the table.


1 Pain, pressure, heat, cold, touch.2 Stimuli, skin sensor, nerves, brain.

Topic: Misleading and extending the sensesSection 9: How our senses can trick usIn this section, students will look at ways our sense organs can be tricked.

Talking point: Ask students to study the optical illusions with a partner and discuss and answer the questions. They are likely to suggest that there are two triangles in picture A, the top line in picture B looks longer and picture C appears to be moving at times. In all three cases, the eyes are being tricked.

Read out the text at the top of page 92 of theStudent’sBook.Explainhowthebraincansometimes be tricked into seeing things that are not really there because it receives so much information it takes short cuts.

Investigating an optical illusion

Materials you’ll needA4 paper

Allow students to work in pairs. They roll up a sheet of A4 paper to form a tube then hold the tube with their left hand and look through it with their left eye. They place their right hand against the tube with their palm facing their right eye then move their right hand slowly backwards and forwards along the tube and record what they observe. Students should compare their observations with their partners and try to explain what is happening. They should find that as they move their right hand backwards and forwards it looks as if the tube is running through their hand. This is because the brain is trying to process two very different images at the same time and solves the problem by merging them together.

Fascinating fact: Point out that it only takes a tenth of a second for the brain to make sense of the light entering the eye and form an image.

Ask a student to read out the text at the top ofpage93oftheStudent’sBookdescribinghow our sense of hearing can be tricked. Ask students to suggest examples of where they have heard echoes.

Investigating the direction of sounds

Materials you’ll needblindfolds

Allow students to work in groups of seven or eight. Ask students to read through the instructions. One student should sit on a chair in an open space and be blindfolded. The rest of the group should stand in a circle around the blindfolded person and

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take it in turns to clap. The student on the chair must point to where they think the sound is coming from. After one minute, the student in the chair cups their hands to their ears with their palms pointing backwards. The students in the circle take it in turns to clap again and the student on the chair points to where they think the sound is coming from then return their hands to their ears. Students should take it in turns to be the person in the middle. After all the students have had a turn they can discuss what they observed and suggest reasons. Students should find that with just their ears they can detect the direction of the sounds very accurately. However, when they use their cupped hands backwards this confuses their sense of hearing and they may think that sounds in front of them are coming from behind them.

Real world science: Explain to students that the word optic derives from the Greek word‘optos’,meaningseen.Manywordsthat involve sight or seeing contain this word, for example optician, fi bre optic and optical illusion.

Research task: Ask students to research whether the senses of taste and smell can also be tricked. They should write down and share any examples with the class. Students have already seen in an earlier session that not being able to see or smell food can sometimes trick the sense of taste.

Read out the text at the bottom of page 93 of theStudent’sBookandstressthatthesenseof touch can also be fooled. Ask students if they have ever experienced having warm hands and putting them in cool water and the water seeming colder than it is. This is one reason for using a thermometer as it is more accurate.

9 Optical illusions (p51)Ask students to work with a partner to discuss the drawings. They may see slightly different things but that is the nature of optical illusions.

Ask students to describe what they see in each picture and explain how the pictures fool their sense of sight.


1 There are many answers, for example, optical illusions and echoes.

2 The brain processes information so quickly it takes short cuts. It remembers patterns and fi lls in gaps and may sometimes recognise something that is not there.

Section 10: Technology and the sensesIn this section, students will understand how technology can extend the senses.

Talking point: Ask students to study the pictures of the devices in groups of three or four then talk about the questions. They should identify which sense each device extends or supports. Elicit that the thermometer is more accurate than touch, the seismograph is more accurate than touch and sound, the smoke detector is more accurate than smell or can be used when persons are asleep and may not detect smells, the stethoscope extends hearing and the binoculars and microscope extend sight.

Questions 1 and 2: Students can work as a group or individually to research each device on the internet or in books and work together to complete the table using the information they have researched. Students should name each device and then describe its function and the sense it enhances. For example, the seismograph is used to detect earthquakes and extends the senses of touch and sound.

Real world science: Explain that seismographs are devices used to detect shaking caused by earthquakes. Students may be surprised to learn that an early seismograph was invented nearly 2,000 years ago. The fi rst modern seismograph was invented in 1880.

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Making a periscope

Materials you’ll neednarrow boxes or cartons, scissors, small mirrors or mirrors cut from old CDs, sticky tape

Allow students to work in pairs. Ask students to read through the instructions then plan how they are going to make their periscope. Explain that window D is where they look through and window C is pointed at the image to be viewed. The large flap is cut so that mirrors A and B can be taped in place. The angle of 45 degrees is crucial. Once students have constructed their periscopes, they can test the devices. They should be able to see over tall objects and round corners. Students should write a newspaper article to explain how their device works and what it can be used for and include downloaded pictures or a photograph of their device.

Question 3: Ask students to consider how they could alter the design of their periscope so it looks behind them rather than in front. This can be done by having the peepholes on the same side of the carton and by altering the angle of one of the mirrors.

Ask students to read through the information about common listening devices. Allow them to share any experiences they have of stethoscopes, for example a doctor may have checked their lungs or heart. You can also explain that hearing trumpets used to be made from metal tubes but they can easily make one by rolling up a sheet of paper. Both devices work by capturing sounds before they spread into the air and channels them more directly to the ear.

Research task: Ask students to fi nd out how a hearing aid works. They do not need to understand the electronics – just that the device works as a microphone picking up and amplifying (increasing) sounds.

Making a model stethoscope or hearing trumpet

Materials you’ll needconstruction materials (such as plastic tubes, funnels, cardboard tubes, cardboard and paper), scissors, sticky tape

Allow students to work in groups of three or four. Ask students to read through the instructions then show them the range of materials. This will help them to plan a realistic design. Ask students to discuss their ideas and make a plan. They should draw their device and collect the materials to ensure there are enough to make it. Once the devices are constructed, students should test them and make any improvements based on their evaluation. Remind them that they can use the engineering design process to help them do this. Once students have made any improvements, they produce a report describing their device. They should include drawings or photographs and describe any improvements they made after testing. Allow students to explain and demonstrate their model to the class.

Question 4: For this challenge, ask students to plan and carry out a school survey to identify other devices that extend or support the senses. They should design a results table for recording their fi ndings.

10 Technologies that extend the senses (p52) This home learning activity can be used to review and enhance knowledge and understanding gained during the section. Students should talk to persons at home about each device then work together to complete the table.


1 There are many examples, for example, telescopes, binoculars and microscopes.

2Theflatendofthestethoscopepicksupthe sounds and passes them along the tube directly into the ear.

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Topic: Caring for and protecting the sense organsSection 11: Protecting our sense organsIn this section, students will look at how we can take care of our sense organs.

Talking point: Ask students to study the photographsonpage96oftheStudent’sBook with a partner then discuss and answer the questions. The photographs show a person using tinted eye protection when welding and another person using eye protection and ear protectors while using a cutting tool. Ask students to discuss how they can protect their sense organs. Ideas for them to consider include wearing eye protection when doing investigations and not playing music too loud through earphones. They should also wear sunglasses on sunny days and not look directly at the Sun.

Real world science: Explain that devices for helping persons with impaired hearing have developed over time from very large metal ear trumpets to smaller and smaller hearing aids to cochlea implants.

Fascinating fact: Ask a student to read out the information. Students may be surprised to find out how many persons in the world suffer from serious hearing loss. Explain that some persons are born with hearing impairment but others suffer ear damage due to infections or loud noises.

Allow students to read through each advice card. They can discuss each one and talk about which advice they had already heard before and which is new. Explain that they will have to use the information on the cards to complete the following activity.

Question 1: Organise students into groups of three or four. Explain that they should plan and produce a poster giving advice topersonsaboutthe‘dos’and‘don’ts’oflooking after their senses. Students can use the advice cards or their ICT skills to find out

more information and download pictures to make their posters informative and attractive. Once the posters are completed, you can ask students to display them and allow the class to walk around and study them. Groups should leave one person with their poster to talk to visitors and explain the content.

11 Protecting our sense organs (p53) This home learning activity allows students to carry out a noise survey at home. They should listen to noises in different rooms of their home then use the table to estimate how loud the sounds are. Remind students that noises over 85 decibels can damage their hearing. They should determine the quietest and noisiest places at home and list any examples they see of persons protecting themselves from loud noises. They should talk with the persons at homeaboutJamaica’snoisecontrollaw.Finally,students write down any experiences they have had of loud noises.


1 There are many examples, for example, ear protectors, safety glasses and sunglasses.

2 These sense organs are very delicate and can easily be damaged by putting things inside. Also, they can become blocked and this would impair hearing and breathing.

Section 12: Adapting to the loss of sightIn this section, students will find out how humans adapt to the loss of sight.

Talking point: Ask students to study the text, newspaper article and picture on page98oftheStudent’sBookwithapartner. They should discuss and answer the questions about persons with sight impairment. Students should appreciate that being unable to see well, or at all, makes

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movement and interactions with other persons more diffi cult. Sight impairment can result in loss of employment, reading problems and diffi culty in carrying out many day-to-day tasks, such as cooking. Ask students to share their ideas with the class. Students should appreciate that blind persons have different ways of moving around safely. In their home or place of work they will have planned routes they have remembered and so it is important not to block any of these routes. Some persons may use canes, while others could have trained dogs to help them move around.

Real world science: Ask students if they believe that losing one sense can result in persons becoming better at using other senses. They can think back to when they have been blindfolded in previous tasks. Did they hear more in the room? They will be able explore this further during the investigation.

Modelling loss of sight

Materials you’ll needblindfolds

Allow students to work in groups of three or four. Ask students to read through the instructions then decide who is going to be blindfolded. Stress the stay safe warning and make sure that students cannot fall over any objects. Suggest that one person holds the arm of the blindfolded person at all times and tell them to avoid stairs and uneven ground. Allow students to take the blindfolded persons for a walk around the school and outside for about ten minutes. After this time, the blindfold can be removed and students can discuss their experiences and the problems they faced. Students should take it in turns until each group member has experienced being sight-impaired. They then discuss their experiences. Finally, students write a diary page imagining they are blind, describing a normal day.

Questions 1: Show students the picture of the Braille alphabet. Groups can continue to work together to study and discuss it.

Question 2: Ask students to try to write their names using Braille by pressing dots into paper using a pencil so it makes bumps on the other side. They can shut their eyes and trytoreadtheirownandclassmate’snames.

Losing sight in one eye

Materials you’ll needblindfolds, cardboard boxes, objects (such as pencil sharpeners, pencils, pens, erasers, soft toys, non-sharp tools, books, tissue paper, newspaper and aluminium foil)

Allow students to work in groups of three or four. Ask students to read through the instructions and hand out a box with objects inside to each group. Students take it in turns to try to identify the objects while blindfolded. They then try with one eye open then with both eyes open. Students should compare their findings. They will discover that it is easier to identify objects using one and two eyes than with a blindfold on. There should be little difference between one and two eyes, though judging the distance to the objects, for example, when picking them up, is easier with two eyes.

Research task: Ask students to use the internet and other resources to research how the use of guide dogs (assistance dogs) and modern canes can help blind and partially sighted persons. They should discover that the dogs and the new technology in the canes can give persons more confi dence and help them to move around more safely.

12 Adapting to the loss of sight (p54)Students can complete the fi rst section working independently. They research famous sportspersons and musicians who have lost their sight. Examples could include

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sportspersons such as Marla Runyan (marathon runner), Erik Weihenmayer (climbed Mount Everest), Anthony Clarke (judo) and Zohar Sharon (golf), and musicians such as Ray Charles, Stevie Wonder, Nobuyuk Tsujii and Jose Feliciano. They should note the sport or instrument played and how the persons cope with their loss of sight. Next, arrange students into teams of four or fi ve. Explain that they are going to be blindfolded and then play a game of football (soccer). Insist that students do not run at any time during the game. Make a ball by placing a small bell inside a plastic ball or you could purchase a toy ball with a bell already inside. Take the class out to an open area and show them the goals – sticks or towels can mark the goalposts. Ask two teams to line up then put their blindfolds on. Blow a whistle to start the game. Students have to listen for the bell inside the ball. They have to try to remember where the goals are and work out where other players are. Allow teams to play for ten minutes – you could even run a small league competition. After the games, ask students to write a short story about what it felt like to play a sport like football without eyesight.


1 Any three from: loss of independence, transport diffi culties, problems reading normal text, possible loss of employment, diffi culty carrying out tasks such as cooking, cleaning and shopping.

2 They may have an assistance dog, a modern technological cane and read Braille.

Section 13: Adapting to the loss of hearingIn this section, students will learn how humans adapt to the loss of hearing.

Talking point: Ask students to study the text andpictureonpage100oftheStudent’sBook with a partner then discuss the questions. They should realise that the picture shows an example of persons using sign language to communicate.

Modelling being deaf

Materials you’ll needearphones or ear protectors

Allow students to work in groups of three or four. Ask students to read through the instructions. Stress the stay safe information and provide a clean cloth to clean earphones between use. Use the type that cover the ear rather than push inside the ear canal. You could make effective earphones by using folded-up cloth held in place by a headband or elastic band. Ask students to take it in turns to wear the earphones. The rest of the group then talk quietly to each other about something interesting and topical. The student with the earphones must try to join in the conversation for two minutes. Students can take it in turns so that each member of the group experiences trying to have a conversation with a hearing difficulty. Ask students to list the problems they faced and share it with other groups.

Fascinating fact: Point out that just like spoken and written languages there are many different types of sign language. There are about 137 different sign languages.

Real world science: Explain how scientists and technologists are helping deaf persons by developing telephones that change spoken words into captions so that they can be read.

Research task: Ask students to research some of the technologies designed to help persons with hearing diffi culties. They will discover hearing assisted technology such as audio loops, modern hearing aids, devices that change sounds into words, lights suchasflashingdoorbells,babymonitorsand smoke alarms. Televisions are fi tted with subtitles.

Question 1: For this challenge, ask student to select one of the technologies they researched and produce an advertisement leafletshowingwhatitdoesandwhyitisso

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important.Theseleafletscanbedisplayedinthe classroom.

Fascinating fact: This fact celebrates Jamaica-born Claudia Gordon who lost her hearing at the age of 8. She emigrated to the US and later graduated from law college.

Interviewing a person with limited hearingAllow students to work in groups of three or four. Ask students to read through the instructions then stress that they need to prepare before the person who is going to be interviewed arrives. Students should discuss how their lives would change if they lost their hearing and talk about whether they think any benefits would arise. Each group should design three questions they want to ask the visitor. During the visit, students should take notes and produce a short report about life with a hearing impairment. They should write a thank-you letter to the visitor after the visit.

13 Lip reading and sign language (p55)Organise students into pairs. Explain that they should talk to their partner without making a sound. Stress that they should look at the person’slipsverycarefullyandseeiftheycanwork out what is being said by lip-reading. Then, introduce the section on sign language. The full alphabet for American Sign Language is included for interest and students can select letters to spell out their names and some words. Explain they should start their conversations with Hello, end them with Goodbye, and not forget their manners. Finally, ask students to look at the picture on page 100oftheStudent’sBookandseeiftheycanwork out what the persons are saying. They are saying‘Thanks’and‘You’rewelcome’.


1 Illness and listening to loud noises.2 Any two, including: hearing aids,

implants, specially adapted telephones and computers, and devices such as smokealarmswithflashinglights.

Science projectsCoping with limited hearing or vision

Materials you’ll needaccess to the internet, multimedia presentation software or display materials

Organise students into groups of three or four. Explain that they should imagine they are health professionals wanting to increase the public’sawarenessofpersonswithlimitedhearing or vision. They are going to produce one-minute multimedia presentations about how such persons deal with everyday life. Ask studentstousetheflowchartonpage102oftheStudent’sBooktohelpthemcreateamultimedia presentation. Talk through each phase and stress that they need to include examples of what can be done to help persons with limited hearing or vision to live safely, join in with the community and feel valued. Once the multimedia presentations are produced, allow each group to present theirs to the class. Encourage students to ask questions and provide suggestions and advice for improving the presentation. If it is not possible to have access to computers with multimedia presentation software, students can still produce presentations such as posters.

14 Producing a multimedia presentation (p56)This activity supports students in planning their presentation by providing a useful checklist. Ask students to complete it as they progress through their discussions about the format and content of their presentations. It will also help them to collate the ideas they will include.

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1 c eye2 a ear3 d tongue4 d snake5 b lens6 a pinna7 c telescope8 a cornea, pupil, lens, retina, optic nerve,

brain b nostril, nasal cavity, nose nerves, brain c pinna, ear canal, eardrum, middle ear,

inner ear, auditory nerve, brain9 Persons adapt to loss of or limitations in

sight by using Braille to read, an assistance dog and/or a modern cane.

87Unit 5 Materials

Unit 5 • Materials


pageWorkbook page


Properties and uses of materials

1 Properties of materials 106 58

2 Natural and man-made materials 107 59

3 Classifying materials 108 60

4 The best material for the job 109–110 61

5 What is it made from? 111 62

6 How much does it stretch? 112–113 63

Solids, liquids and gases 7 Classifying solids, liquids and gases 114–115 64

8 Investigating solids, liquids and gases 116–117 65



The science behind the unitThe content of this unit builds on work done in earlier grades. Students should have been introduced to the fact that a property is the way that a material looks, feels and behaves. They should be able to sort materials according to their properties. These include colour, size, shape and texture. Students should recognise and classify objects made from specifically named materials, for example, plastic, metal, glass, paper and wood. They should realise that some materials are harder than others and that this property can determine how a material is used.

In this unit, students investigate how the properties of a material make it more suitable for a job than other materials. They learn that materials can change state by melting and freezing and that these changes are reversible. Students explore evaporation and condensation as changes of state that can be reversed.

Preparing for the unitReview prior knowledge and understanding of materials and their properties. Display objects made from a variety of materials, for example, coloured plastic, glass, metal, ceramic or clay, wood and fabric, around the room. You could label the objects with the names of the materials

and some of their properties. Make a large display with pictures of different solids, liquids and gases to remind students of this content. Locate an area around the school where there are new buildings or a construction site that is safe to take the students to.

Materials you’ll need balloons (filled with water, filled with flourorsalt,filledwithair),clothespins,different shaped containers, different substances (solids such as rocks and pencils, liquids such as water and juice, gasessuchasaninflatedballoonandafull aerosol) or pictures of substances, measuring scales or top-pan balances, modelling clay or sticky tack, objects made from different materials (such as wood, glass, metal rubber, plastic, wool, cotton and ceramic), paper clips, pencils, plastic containers, poster paper, rulers, samples of paper (such as plain paper, newspaper, tissue paper, sugar paper), solids and liquids (such as pebbles, coins, building blocks, dice, water, juice, syrup, honey), stones, string, strips of different materials (such as fabric, plastic, wool), water

88 Unit 5 Materials

Getting started: the unit opener Discuss the key words with students and listen to their prior understanding of them. They may recognise words such as strong, hard, solid, liquid and gas.

Talking point: Students could work with a partner to look at the picture of the play area with different equipment. They may observe hard, soft and stretchy materials in use. They may recognise that some of the materials are wood and others plastic or metal. Encourage students to talk about why the materials are good for the job. After discussion, students may realise that some materials would not be suitable for some of the equipment. Encourage students to think about what would happen if the trampoline were made from wood or the slide were made from glass.

Fascinating fact: Point out how some materials are found naturally in different parts of the world. Discuss this as a whole class. You could show them an example or picture of limestone then discuss how it can be made into new products, for example, glass or cement.

Real world science: Ask students to read this information with a partner. It shows how science works to develop new products. The properties of the limestone make it able to remove the unwanted material so that we get a much purer iron. Encourage students to think about any items they know of that are made from steel.

Talking point: Ask students to read and discuss the bullet points with a partner. You could then bring the whole class together to discuss their ideas. You may need to inform students that natural products grow in the environment and give examples such as wood and stone. Man-made materials are not found naturally. Examples are bricks and cement or concrete. Students should recognise that their seats are made from a mixture of materials, most likely metal, wood or plastic.

Review your understanding of materials and their properties (p57)Students complete the KWL table. They could discuss their ideas with a partner first and then complete the table. Explain that they should write what they already know in the K column and what they would like to learn or what makes them curious about the topic in the W column. Ask students to use the key words on the unit opener to help them think about their prior knowledge. Encourage students to revisit the table at the end of the unit to complete the L column. This will encourage review and reflectionoftheirlearning.

Section-by-section lesson guideTopic: Properties and uses of materialsSection 1: Properties of materials In this section, students will identify the materials that objects are made from and the properties of the materials.

Remind students that the property of a material can be described as the way a material looks or behaves. Inform students that the information in the boxes around the picture is descriptions of the properties of a variety of materials. Organise students into pairs or small groups to read through the information.

Talking point: Encourage students to look at the objects and decide which material each object is made from. Some of the objects could be made from more than one material and this is fine providing the student can justify why they have chosen the material. For example, the jar could be plastic or glass but needs to be strong enough to hold the contents. It is important that the jar is transparent so the contents can be seen.

Read out the text about ductile and malleable properties of a material. Link this to the photographs of the ductile metal cable and malleable dishes.

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89Unit 5 Materials

1 Properties of materials in the classroom (p58)Students should work with a partner to fi nd objects in the classroom that are made out of the materials in the table. Students then select three of the objects they have recorded. They should observe the objects and decide which of the properties in the table they have. Students expand their learning by explaining to their partners why certain objects are made from materials with specifi c properties. Hold a whole class discussion to help students review their understanding of the properties of the materials they have found around them.


1 Any four from: metal, glass, ceramic or clay, paper, rubber or plastic.

2 The property of a material is the way that it looks, feels or behaves.

Section 2: Natural and man-made materialsIn this section, students identify and compare natural and man-made materials.

Talking point: Organise students into pairs. Encourage them to observe the picture of the spoons then discuss the questions. They should recognise that the wooden spoon is made from a natural material and the plastic one is made from a man-made material. Bring the class together and ensure that all students recognise that wood was once a living tree but plastic is made in a factory from chemicals.

Real world science: Use this information to demonstrate that scientists make new products from other materials. Ask a volunteer to read out the information then discuss it as a class. You could show students pictures of crude oil and a clean plastic spoon to show how scientists can make completely new products.

Research task: Ask students to research the properties of gold and silver that make them good for jewellery. They should fi nd that these metals do not rust, dissolve in water or react with some harsh chemicals, for example, detergents and cleaning products. They can be polished to make them comfortable to wear. Students could present their fi ndings to the class or make a factsheet to be displayed in the classroom.

Surveying materials used around schoolExplain to students that they are going to survey materials being used around the school and the surrounding area. Students should record the material, its use and whether it is natural or man-made in a suitable table of results. Students could create their own tables using computer software and print them off before beginning the survey.

Talking point:Studentsshouldreflectontheir learning by discussing with a partner how they identifi ed the materials they observed in the survey.

2 Surveying natural and man-made materials (p59)This activity is designed to support students with the investigation on page 107 of the Student’sBook.Thepictureandquestionshelpstudents identify the key man-made materials. They record their fi ndings from the survey in the table and analyse them.


1 Any one from: brick, concrete, glass, metal, plastic.

2Anytwofrom:hard,flexible,easytomould into different shapes, colourful, strong, waterproof, freezerproof and even heatproof.

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90 Unit 5 Materials

Section 3: Classifying materialsIn this section, students classify materials by their properties and uses.

Talking point: Ask students to work in pairs to look at the pictures of containers and discuss the questions. Elicit that some materials are easier than others to see through. You could use real-life examples to demonstrate this or provide students with a variety of containers for them to explore.

Real world science: Ask for a volunteer to read out the information. You might like to show a picture of an astronaut in their suit and helmet. Encourage students to discuss the different materials used and how their properties help keep the astronauts safe.

Remind students that materials that let light through are transparent. Ask students to point to or say the name of an object that is transparent, for example, a window. Then explain how some materials let a little light through and these are translucent. Ask students to point to or say the name of an object that is translucent, for example, a smoked or patterned window or drinking glass. Some plastic objects also demonstrate this. Ask students to do the same for opaque materials. They may suggest a brick wall or the seat of a wooden chair.

Identifying materials

Materials you’ll needobjects made from different materials (such as wood, glass, metal rubber, plastic, wool, cotton and ceramic)

Organise students into pairs. Provide them with a selection of objects made from different materials. Include transparent, strong, hard and flexible objects to encourage them to use these key words in their descriptions. Students should construct a suitable table to help them record their observations. Alternatively, students could create a database of the properties of the materials used and share their findings electronically.

3 Letting light through or not? (p60) This home learning activity allows students to discuss their learning with the persons at home. Students identify the properties of the doors in the picture then decide why each is fi t for purpose. They locate three places in the home where transparent materials are being used and decide why this is the case. Finally, they think about why transparent materials are important. Encourage students to bring their work back into school to discuss their answers.


1 Any three from: soft, hard, shiny, dull, strong, malleable, ductile, transparent, translucent, opaque, stretchy.

2Cottonissoftandflexible.Itcanbemade into many useful items of clothing to keep us comfortable. It would not be strong enough to make a pot or a pan and would probably ignite if it came into tocontactwithaflameorsourceofheat.

Section 4: The best material for the jobIn this section, students will identify that some materials are better for a job than others.

Talking point: Organise students into pairs to discuss the picture and questions. They may suggest using paper towels, cloths or rags to mop up the spillage of fruit juice.

Bring the class together and ask for a volunteer to read out the text about paper towels. Explain to students that they are going to work in groups to plan, design and carry out an investigation to fi nd out which towel is the best for mopping up a spill.

Talking point: Organise students into groups of three or four. They should suggest that thebestpaperwillsoakupmorefluidthanothers. Students should use the same size of paper sample and the same liquid to make this a fair test. Weighing the dry paper fi rst will allow them to measure how much liquid has been absorbed at the end. The paper should be completely covered in liquid to allow it to absorb as much as possible.

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91Unit 5 Materials

Which paper makes the best paper towel?

Materials you’ll needmeasuring scales, plastic containers, samples of paper (such as plain paper, newspaper, tissue paper, sugar paper), water

Encourage students to imagine they are opening a factory and want to sell the best paper towels. This allows students to realise how science is used in industry to help us in our everyday lives. Students can plan their own investigation or use the one on page 109 of the Student’s Book. If they choose the latter they should follow the bullet points for each sample of paper. Remind students that the difference in mass between the dry paper and the saturated one equals the mass of liquid absorbed. They record their results in a table similar to the one on page 110, which they could create using computer software. Students discuss their results with a partner then share them with the rest of the class.

4 The best material for the job (p61)

Materials you’ll needclothes pins, measuring scales, plastic containers, samples of paper (such as plain paper, newspaper, tissue paper, sugar paper), water

This activity supports students with the investigationonpage109oftheStudent’sBook. Students should work in small groups to carry out the investigation by following the steps. They then record their results in the table. The fi nal question helps students draw conclusions from the results and explain them.

Question 1: If students have used their own method they should compare it to the methodintheStudent’sBookandevaluatewhich one they think is the most accurate.

Question 2: For this challenge, students could continue to work in their groups to consider how the strength of the wet towel can be tested. Guide them to the picture in theStudent’sBookonpage110topromptideas. If there is suffi cient time allow them to test their ideas and present their fi ndings to the class.

Fascinating fact: Ask for a volunteer to read the information. If a paper towel is held in front of a light source the fi bres and gaps can be seen clearly.

Research task: Allow students to test the prediction. They should predict which one will absorb the most water then hold a single sheet of paper towel in front of a light source then a double sheet. They can establish if the thicker (more layers of) paper towel has more gaps than the thinner one. They should fi nd that more layers equals more gaps and so more water can be absorbed.

Real world science: Point out how some products are arrived at by chance. Paper towels are a very useful product but they were not designed to carry out their purpose. Scott recognised that the product would be useful in a different situation.


1 The paper samples are the same size. The samples are completely immersed in the water and left in the water for the same amount of time.

2 Some materials have more gaps between the fi bres. The water fi lls the gaps in the material. The more gaps there are, the more water can be absorbed.

Section 5: What is it made from?In this section, students will consider how some objects are used for the same purpose but are made from different materials.

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92 Unit 5 Materials

Talking point: Organise students into pairs. They should look at the labelled picture of the car and discuss the questions. They should identify the materials used in each part of the car and consider why the materials have been selected. Students should discuss the different properties of the materials used for each part. For example, tyresaremadefromrubberwhichisflexibleandcanbeinflated,thewindscreenismadefrom glass which is tough and transparent, indicators are made from coloured plastic to make them more visible, etc.

Question 1: For this challenge, ask students to consider which other materials are used in the car and why they have been chosen. There is a grid, made usually from plastic on the front of the car which allows air to circulate around the mechanical parts of the car to help to keepitcool.Thegridisflexiblebecauseitis designed to fold if the car collides with a person. The seats in the car are made from soft materials, usually cloth or leather so that they are comfortable and withstand forces if the car crashes. Airbags made from plastic because it is strong yet soft, are used to protect the passengers if the vehicle crashes.

Ask students to read the text about how some objects are made from a number of smaller objects with different properties. The car is an example of an object constructed from thousands of parts all made from materials with suitable properties for the job.

5 What is it made from? (p62)This activity is designed to support students with the questions about the car on page 111 oftheStudent’sBook.Studentsfillintheboxesto show the different materials used. Some of these are labelled on the car diagram on page 111. Students could complete the activity thencomparetheirideastotheStudent’sBook. Plastic and metal are used extensively in the construction of a car. This is because the materials are light, so fuel is conserved, and theyarealsostrong,waterproofandflexible.


1 Buildings, walls and playgrounds are examples of structures made from more than one type of material.

2 There are many possible answers. Some examples are: pencil cases can be made from plastic sections with a metal zip and a fabric pull on the zip; dominoes can be made from plastic and metal dots.

Section 6: How much does it stretch?In this section, students will consider the benefit of materials having the ability to stretch and return to shape and investigate how some materials stretch more than others.

Talking point: Students could work with a partner or in a small group to discuss the questions. They should recognise that it would be difficult to put on gloves and other itemsofclothingiftheydidn’tstretch.

Real world science: Ask students to read the information about how scientists have developed materials that are stretchy. They may recognise some other properties of modern materials, for example, breathable fabrics that keep you warm but prevent sweating.

Fascinating fact: Students could discuss this information with a partner or as a whole class. You could display rubber gloves or wellington boots to demonstrate the properties of rubber. You could say that in some cases smart plastics have replaced rubber because they have the same properties but are much cheaper and some persons, though not all, would argue that they are better for the environment.

Ask a volunteer to read out the text about using instruments to measure how much materials stretch. Discuss the instrument that is being used in the picture. You could demonstrate or pass around a force meter and allow students to investigate how the stretch of the spring gives a measure of how much objects weigh.

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Investigating how stretchy different materials are

Materials you’ll needmodelling clay or sticky tack, paper clips, stones, string, strips of different materials (such as fabric, plastic, wool), pencils, rulers

Students could work in small groups. Provide them with different materials that the string can be attached to easily. Remind students not to let the stones drop on their hands or feet. Students should construct a table at the start of the investigation so that they can record their measurements. At the end of the investigation hold a whole class discussion about their results. Ask if they all had similar results. If they didn’t, discuss why this might have been. Students may not have followed the procedure correctly for each of the materials or may not have measured the stretch or the size of the material accurately.

Question 1: Students should be able to identify which material could make a bungee jump. Remind them if the material stretches too much persons may hit the ground and the material should not snap when stretched.

Talking point: Encourage students to discuss the pictures with a partner. They should see that elastic strapping is being used to secure the bags onto the motorcycle. These are designed to stretch around the bags and then hold them in position. The bungee jumper is attached to a strong yet stretchy cord. The girl is stretching back the cord on the bow and arrow. When it is released the elastic cord will push the arrow forward then return to its non-stretched position.

Remember: Remind students that clothing has to be stretchy otherwise it would be very diffi cult to pull onto the body.

6 Comparing how different carrier bags stretch (p63) This home learning activity demonstrates how objects that are used in daily life can be tested scientifi cally through simple investigations. Remind students that they should work with an adult to carry out the investigation and remind them to hold the bags over a table or box so that if they break, the stones do not fall on their feet. Students should record their results in the table then evaluate them to see which material stretched the most. Once the home learning is returned to school, discuss andcomparestudents’results.Theymayhaveused different types of bag which would give different results.


1 Any type of clothing, carrier bags, elastic bands, springs, bungee cords.

2 If clothing were not stretchy you would not be able to pull it over your head and body parts.

Topic: Solids, liquids and gasesSection 7: Classifying solids, liquids and gasesIn this section, students will classify materials as solids, liquids or gases.

Direct students to the pictures and the descriptions of the properties of solids and liquids. You could show examples of solids and liquids to support students in their understanding. For example, you could show a coin or pebble and explain that it is a solid and the property of a solid is that it keeps its shape. It is very diffi cult to squash or squeeze a solid. Solids are usually hard like the coin and the pebble. Then pour a liquid and tell them that aliquidcanbepoured.Aliquidcanflowandchange shape depending on the container it is in. Show different shapes of container, for example, a jug, vase and glass. Pour water into each container and allow students to see if they can see any gaps. Encourage them to realise that the water has fi lled the whole shape of the container.

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Are they solids or liquids?

Materials you’ll needdifferent shaped containers, solids and liquids (such as pebbles, coins, building blocks, dice, water, juice, syrup, honey)

Organise students into groups of three or four. Remind them that if they spill a liquid they should tell the teacher or clean it up. Give each group samples of solids and liquids. Ask students to predict whether each material is a solid or a liquid. They should test whether each material is hard, keeps its shape, can be poured, flows, changes shape in different containers. They should use the results of their tests to decide which materials are solids and which are liquids and discuss whether their predictions were correct.

Talking point: Ask students to discuss the questions in their groups. They should recognise that the missing state of matter is gas. Gases are diffi cult to contain and this means it is diffi cult to investigate them. Studentsmayseeflagsorplantsmovingin the wind outside the classroom or you coulddisplayaninflatedballoonorbicycletyre. Discuss as a class how one of the diffi culties of working with gases is that often they can be clear and odourless so impossible to see.

Fascinating fact: Demonstrate to students how solids, for example, sugar and salt, can be poured in the same way as a liquid such as water.

Real world science: Point out the importance of scientists in our world. New materials are being designed by scientists and technologists to improve structures. Ask students to think about how graphene could be used. They might suggest in aircraft or other vehicles because it is as strong as metal but much lighter so would use less fuel for journeys.

Comparing solids, liquids and gases

Materials you’ll needFor each group: three balloons (one fi lled withwater,onefilledwithflourorsalt,one fi lled with air), measuring scales or top-pan balances

Organise students into groups of three or four. Ask students to read through the instructions then construct a suitable table to record their results. Provide each group with three balloons and ask students to handle and observe each of them. They should find the mass of each balloon and record the results in their tables. Students then identify the contents of each balloon as solid, liquid or gas using the summary of properties on page 115 of the Student’s Book to help them.

7 Am I a solid or a liquid? (p64) This home learning activity allows students to consolidate their learning about solids and liquids. Students should talk with the persons at home about the properties of liquids and solids and how to test for them. Then they play the classifying materials game. They use the properties in the speech bubbles to describe solids and liquids that they have found around the home. Students keep talking until someone guesses what they are describing.


1 Any of the following: fi xed volume, takes the shape of the lower part of the container, medium density, cannot be squashed easily, pours easily.

2 The air in the tyre spreads out and fi lls the space. The particles bounce off the inside wall of the tyre which pushes it out. This means that riding in a vehicle with tyres fi lled with air is more comfortable. Solid metal tyres would not bounce on rough surfaces and would be very uncomfortable.

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Section 8: Investigating solids, liquids and gases In this section, students will explore the features of solids, liquids and gases.

Ask students to look at the photograph of ice. If possible, show students a piece of ice.

Question 1: Ask students about the properties of ice. They should recognise that it cannot be poured and it has a fi xed shape. They should recognise that ice is a solid. Encourage them to explain how they know this.

Real world science: Point out how science is used in the real world. Ask students to look at the photograph of scientists working at the South Pole studying ice. This is a good opportunity to explain to students that scientistsdon’talwayswearlabcoatsandwork in a laboratory.

Question 2: Ask students to recall the properties of water. You could demonstrate the properties of water again. They should seethatitcanbepouredanditflows.Students should conclude that the water is a liquid. This is a review of their prior learning and acts as a comparison between water and ice.

Ask students to discuss in pairs the pictures of the water being poured and the steam rising from the beaker in pairs. They should identify the steam as a gas and water being poured as a liquid.

Fascinating fact: Ask for a volunteer to read out the information. Students may be surprised to learn that steam is hotter than boiling water and so boiling kettles can be very dangerous.

Students should now realise that water can exist in three states (solid, liquid, gas).

Identifying and sorting solids, liquids and gases

Materials you’ll needposter paper, different substances (solids such as a rock or pencil, liquids such as waterandjuice,gasessuchasaninflatedballoon or a full aerosol) or pictures of substances

Organise students into small groups. Give each group a sheet of poster paper. Students should draw three sorting circles on the paper and label them as solid, liquid and gas. Give each group a variety of solids, liquids and gases or pictures of the substances. Students need to identify each substance and write its name in the correct sorting circle. As a whole class, review the contents of the sorting circles. The sorting circles could then be displayed in the classroom.

Research task: Students could work in pairs to research the properties of water and ice on the internet. They should design a poster comparing the properties and could include diagrams, pictures and facts. Allow students to present their posters to the rest of the class.

Question 3: For this challenge, students could work in pairs to plan how to change liquid water to solid ice and back to liquid water. They should recognise that water needs to be cooled to change it into ice then heated to change it back again.

Talking point: Students could discuss the photograph and the questions with a partner or in small groups. They should understand that the liquid water in the clothes changes into a gas when heated by the Sun, which is important for drying clothes. The water vapour moves into the surrounding air to leave the clothes dry.

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96 Unit 5 Materials

8 Investigating solids and liquids (p65)

Materials you’ll needA variety of liquids (such as water or juice), gases (such as a can of hairspray oraninflatedballoon)andsolids(suchasblocks of wood or plastic, ice cubes or a metal rod)

This activity supports students in recognising and testing the properties of solids and liquids. Organise students into small groups. Provide students with a variety of substances. They should predict whether each substance is a solid or a liquid. Remind them to think about the properties of solids and liquids they have studied. Students then think about how they will test the substances. They may suggest trying to squash or pour the solid and liquid and may also recall that solids have a higher density and have a fixed shape compared to liquids. They carry out the tests and record their results in the table.


1 Any two of the following: fixed volume, fixed shape, high density, cannot be squashed easily, does not pour.

2 False. This is a property of a gas.

Science projectsCreating useful objects using everyday materials

Materials you’ll needwool, cotton, string, modelling clay, cardboard boxes, buttons, straws, glue, coloured paper, tissue paper, card, scissors, pencils, paints and scraps of fabric (for example felt or cotton)

This project allows students to use their learning about the properties of materials to

make useful objects. They are going to work in small groups to design and make an object. First, they need to think about the materials available and make a list of their properties. Then, they need to discuss their ideas and choose the best one to plan and create. They should think about different methods of joining smaller objects to make a larger object. They draw their design and choose their materials based on their properties. When the objects have been made, students should label them to show the properties of the materials used. The objects should be displayed around the room and students move around to compare and evaluate them. Students should write one suggestion to improve the object and two things they like about it on sticky notes and place the sticky notes next to the objects. They could award marks for how well the properties of the materials are used, the number of smaller parts joined together and how useful or aesthetically pleasing the object is. Students should read the comments on their own objects and decide on an improvement that could be made.

9 Creating useful objects using everyday materials (p66) This home learning activity allows students to make useful objects from solid waste materials in the home. Remind students to check with an adult before taking a material and to tidy materials away and clean surfaces when they are finished. Materials should be clean and not sharp. Students should look at the pictures to give them ideas. They should find materials that they can use before deciding on an object to make. Students think about what they can make, how it will be used and what it will be made from and draw a labelled plan. They then use the engineering design process to help them design, make and test their object. Students bring their objects into school for a class display.

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Check your learning so far answers1 c height2 a air3 a rubber4 c paper towel 5 a a coin6 c air7 c Has a fixed shape.8 a Fills the bottom of the container.9

Property Solid Liquid Gas

Volume fixed fixed fills its container

Shape fixed takes the shape of the lower part of the container

takes the shape of the whole container

Density (compactness) high medium low

Can it be squashed easily?

no difficult easy

Does it pour? no easily easily


98 Unit 6 Water and air

Unit 6 • Water and air


pageWorkbook page


Water and its importance to life

1 The properties of water 122–123 68

2 The three forms of water 124–125 69

3 The importance of water 126–127 70

Sources of water 4 Where is water found? 128–129 71

5 The water cycle 130–131 72

Conserving water resources

6 Water pollution 132–133 73

7 Purifying water 134 74

8 Reducing water pollution 135 75

Air and how we use it 9 Properties of air 136–137 76

10 What is air made from? 138–139

11 Uses of air and its components 140–141 77

12 Air pollution 142–143 78

13 Air-borne diseases 144–145 79



The science behind the unitThis unit builds on earlier learning about water and air. Students build on their learning about materials by looking in more detail at the properties of water. They carry out investigations to determine the properties of water. They observe the boiling and freezing points of water. They study the three forms of water: solid, liquid and gas. This builds on the learning of the three states of matter of water in the previous unit.

In this unit, students learn that water comes from a range of sources but it can be polluted. They learn that water is essential to life. Students also learn about air and that the air that we breathe is not always safe. They learn that consuming polluted water and air can make us ill. Students are encouraged to understand the importance of water to sustain life in animals and plants. Students study the water cycle and learn how condensation, evaporation and precipitation are key processes

in it. Observations of the local area are carried out to explore local sources of water that have been polluted. Students learn the importance of the conservation of water as one oftheEarth’sresources.Theyconsiderhowto reduce water pollution and how to purify contaminated water.

Students then investigate the properties of air. They learn that air has mass though it is often colourless and odourless so is difficult to detect. Students explore air pressure and associate it with the movement of air particles in a container. They learn about the components of air and how 78% of it is made up of nitrogen gas. Students investigate the many uses of air, particularly in combustion reactions. Oxygen is needed in the combustion reaction but carbon dioxidecanbeusedtoextinguishflames.Students learn how humans can pollute air and the impact this has on the environment and persons. They also learn how air can contain diseases that can make persons ill.

99Unit 6 Water and air

Preparing for the unitAssess prior knowledge and understanding of water and air. If possible, prepare a word wall or display of the key words on the unit opener. Collect images and videos of water and air in nature and areas where water and air may be polluted or contaminated. Prepare samples of water containing soil, sand and small pieces of plants. You will need access to both a form of heat to demonstrate the boiling of water and ice to cool the water. Find out the local water sources in Jamaica and suitable internet sites for students to visit to research this. You could find information and data about rainfall in the Caribbean if you do not have access to the internet for the whole class. Find a safe area close to the school where you can take the students to carry out a litter survey. You could display a large picture of the water cycle and a pie chart showing the components of air. Arrange a visit from a health expert. These professionals are often busy so you may wish to organise this well in advance.

Materials you’ll need baking soda, balance, balloons, beakers, bicycle pumps, bicycle tyres, bottle of water, candles or tealights, clothes pins, cotton wool balls, different shaped containers that hold the same volume of water, digital cameras or smartphone cameras, drawing materials, dry soil, foil tray, fuels (cooling oil, motor oil, wood, coal, charcoal, candle, gas burner, coconut oil, barbecue lighter, alcohol), funnels, glass jars with lids, heat source (such as a Bunsen burner, alcohol burner, or good quality candles), ice, large plastic bags, matches or lighter, measuring jugs, measuring spoons, paper, pieces of cork, plastic clothes hangers, plastic trays, rulers or tape measures, salt, seeds (such as cress or grass), small containers or test tubes, small glass bottles, stopwatches or timers, string, teaspoons, thermometers, vinegar, water, water samples in clear containers (one of pure water, one of water and talc or baking powder, one of

water and soil), papier-mâché, wallpaper paste, paints, cardboard boxes, card, crepe paper, pipe cleaners, scissors, filter paper, fine netting or fabric, elastic bands, small transparent and clean soda bottles, pebbles, a pencil, sticky tape, petroleum jelly

Getting started: the unit opener As a whole class, discuss the key words. Ask students to volunteer definitions or share their ideas about what each of the words means. Ask if they have come across any of the words before.

Talking point: Organise students into groups of three or four. Allow them to discuss the picture of the waterfall and why water is important. They may realise that the water isflowingdownintoanaturalreservoir.They may have experienced plants dying as a result of the lack of water. Encourage them to learn that all living things are dependent on water to survive.

Real world science: Point out that scientists need to check water supplies regularly to make sure there is enough water and that it is clean. Scientists also give advice about how to save and protect water supplies.

Fascinating fact: Ask students to read and discuss the information. If possible, show them a 1 litre carton of juice and ask them to consider what 1,000 boxes would look like. This is how much air they will breathe in today.

Talking point: Ask students to discuss the questions in groups. The picture shows objects being moved by the wind or air. This proves that there must be air even though we cannot actually see it. If it is not polluted then air is odourless.


Review your understanding of water and air (p67)Students complete the KWL table. They could discuss their ideas with a partner fi rst and then complete the table. Explain that they should write what they already know in the K column and what they would like to learn or what makes them curious about the topic in the W column. Ask students to use the key words on the unit opener to help them think about their prior knowledge. Encourage students to revisit the table at the end of the unit to complete the L column. This will encourage review and reflectionoftheirlearning.

Section-by-section lesson guideTopic: Water and its importance to lifeSection 1: The properties of water In this section, students will investigate some of the properties of water.

Ask students to read the text at the top of page 122oftheStudent’sBooktoremindthemwhat the property of a material is.

Talking point: Ask students to discuss the photograph of water being poured and the questions with a partner. They should see that the water is being poured from one container to another. The water looks clear and they may say it is clean. Point out that you cannot say this is scientifi cally correct just by looking at the photograph.

Fascinating fact: Students should read and discuss the information. You may wish to discuss it as a whole class. If you have a globe or world map, show them how much of the planet is covered in blue, which represents water and areas likely to be covered in ice. Ask if any students have accidently swallowed salty water. Discuss what it tastes like to highlight that salty

water is not pleasant to drink and can make us ill and even kill living organisms.

Real world science: Allow students to read the information about what scientists think should be the water intake for humans. There has been some publicity within education about how drinking water throughout the day is benefi cial but it seems that current scientifi c evidence indicates that, as long as children are not thirsty, having extra water has no impact on learning or concentration.

Investigating the properties of water (part 1)

Materials you’ll needdifferent shaped containers that hold the same volume of water, digital cameras or smartphone cameras or drawing materials, measuring jugs, water

Organise students into groups of three or four. Provide each group with three different shaped containers that hold the same volume of water. Students should label the containers as A, B and C. They pour 100 cm3 of water into container A, mark the level and record the shape that the water has taken then pour the water into container B. They mark the level and record the shape. Then they pour the water into container C, mark the level and record the shape. Finally they pour the water back into container A.

Talking point: Ask students to analyse their results by discussing the questions. They should see that the volume of water did not change. The shape of the container affected thelevelofthewaterbecausewaterflowsto take the shape of the container but did not affect the volume of the water.

Readoutthetextonpage123oftheStudent’sBook and then explain that scientists use the term odourless to describe a material that does not smell of anything and colourless to mean it does not have a specifi c colour.

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Investigating the properties of water (part 2)

Materials you’ll needFor each group: three water samples in clear containers (one of pure water, one of water and talc or baking powder, one of water and soil)

Students can continue to work in their groups. Remind students to be careful when handling glass and to tell the teacher if any glass breaks. Provide each group with three different water samples in clear containers. Encourage students to read through the instructions then create a table of results. They could use the table in the Workbook to record their observations. Students should observe the samples and make comparisons to decide which of the samples is most likely to be clean water. At the end of the investigation, carry out a whole class discussion about their observations and conclusions. Students might suggest that clean water is odourless or does not smell, it is colourless or transparent, it can be poured and it fi lls the bottom of the container.

1 Observing the properties of water (p68)This activity supports students with the investigationonpage123oftheStudent’sBook. The bullet points support students in making observations of the water samples. They can then record their observations in the table. The questions will support them in deciding which sample is clean water and the properties of clean water.

Talking point: Students could work in their groups or as a whole class to discuss these questions. They should understand that all animals need air. The person in the picture is holding the breath that he inhaled before entering the water. The fi sh is using gills to absorb oxygen from the water.

Does water contain air?

Materials you’ll needbeaker, bottle of water, heat source (such as a Bunsen burner, alcohol burner, or good quality candles), water

Gather students around a central bench. Gently heat a beaker of water. Students should see bubbles of gas or air rising in the water as it is heated. This is evidence that water contains air. Students should not move the sample in the bottle as this will disturb the air.


1 Any two from: can be poured, has a fi xed volume, is colourless, is odourless, takes the shape of the lower part of the container.

2 When water is heated, bubbles of gas can be seen rising in the liquid.

Section 2: The three forms of water In this section, students look at the three different states that water can exist as and observe water being heated and cooled.

Talking point: Ask students to look at the picture of the states of water and discuss the question with a partner. They should recognise that the picture shows ice (solid), liquid water (liquid) and water vapour (gas).

Observing liquid water being heated

Materials you’ll needbeaker, heat source (such as a Bunsen burner, alcohol burner, or good quality candles), thermometer, water

Gather students around a central bench. Measure the volume of the water. If possible, use a beaker with a scale marked on it as this will be easier than transferring the water to a measuring cylinder or jug. Gently heat the beaker of water. Students should see bubbles of gas or air rising in the water as it is

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heated. When water is heated, its volume increases as particles in the water become energised and move away from each other. Eventually, the particles will change state and become water vapour. Students should be able to see water vapour rising from the boiling water. Place a thermometer in the water, which should read 100 °C at this point. Students record their observations and the temperature.

2 Heating liquid water (p69)

Materials you’ll needbeaker, heat source (such as a Bunsen burner, alcohol burner, or good quality candles), thermometer, water

This activity supports students with the investigationonpage124oftheStudent’sBook. They answer the questions to help them record their observations. Let the water boil for fi ve minutes then remove the heat source and let the water cool down. Students should observe that the volume of the water decreases. They draw and label a diagram of the water boiling.

At the end of the activity ask for a volunteer toreadthetextintheStudent’sBooktothewhole class. In groups, students can check if they recorded the boiling temperature correctly.

Question 1: For this challenge, ask students how they could fi nd the boiling point of sea water. They should recognise that sea water could be heated in the same way as fresh water. The boiling temperature of the sea water is higher than that of fresh water as the solid particles of salt need to be heated as well as the water.

Real world science: Discuss how scientists are trying to freeze sea water in order to manage the rising sea levels. This demonstrates the varied work of scientists in the world.

Observing liquid water being cooled

Materials you’ll needbeakers, ice, salt, small containers or test tubes, teaspoons, thermometers, water

Organise students into groups of three or four. Remind them to be careful when handling ice and salt. Students should prepare a table of results similar to the one used for the previous investigation. After ten minutes in the ice and salt, the water sample should be beginning to change state to solid ice. The temperature recorded should be 0 °C or very close to zero. Students then remove the water sample from the ice and salt and allow it to stand for another ten minutes. They should observe that the temperature of the water will increase and after a few minutes the ice will begin to melt. The time taken will depend on the temperature of the room.

Question 2: Students should discuss their results and observations as a group. They should realise that when the water was placed in the ice and salt the temperature recorded was below zero as the salt reduces the freezing temperature. When the water was removed the temperature increased above the freezing point and the ice began to melt.

Question 3 and 4: Groups should present their results as a poster or by using presentation software. They should write a conclusion and add it to the poster or presentation then display them. Students should compare their results and conclusions withtherestoftheclass.Ifstudents’results differed, it is likely that either the temperature of the room (groups sitting ineithertheSunorshade)orstudents’accuracy of reading the thermometer impacted on the results.

Question 5: For this challenge, ask students to fi nd out why some countries put salt on roads in winter. They should link this to the previous challenge where they discovered

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that the salt in sea water raises its boiling point. Students should recall that using salt reduces the freezing temperature of water (normally 0 °C). If salt is spread on roads then water on the road will not freeze at0°C.Thewetroadswon’tfreezeandthe water will not turn to ice unless the temperature falls much lower than 0 °C – to between -6 °C and -16 °C.


1 100 °C.2 Place about 2 teaspoons of pure water

into a test tube and add a thermometer. Place the test tube in a beaker of ice and salt. Leave it for 10 minutes. Observe the water. If ice is visible the water is freezing. Measure the temperature. It should be 0 °C, which is the freezing point of pure water.

Section 3: The importance of water In this section, students will learn why water is essential to life. On Earth we have a good supply of fresh water and this supports life.

Talking point: Ask students to look at the picture and discuss the questions in pairs. Students might suggest fruit cordial, tea or coffee, or recognise that soda also contains water.

Comparing two areasAsk students to look at the photographs of the fields and the desert. Encourage them to see that one area has water and the other has no water. Point out how the lack of water has affected the landscape. Ask students how they think having no water would affect us and other living things.

Talking point: Ask students to look at the picture showing persons using water and discuss the question. They should realise that water is important for washing cars, watering plants, swimming, sailing and putting out fi res.

Research task: Ask students to fi nd out how much water the average person uses each yearin Jamaica. They could use the internet or you could encourage students to write to the local authority about water consumption in your area.

Question 1: For this challenge, ask students to write a poem about how they would feel if they had to do without water for a week.

Real world science: Organise students into groups of three or four and ask them to read and discuss the information. Images from the MRO have shown ridges, which scientists believe could have been made by running water. Note that although in the past some areas could have sustained life, the water that may now exist on Mars is not in a usable form all the time.

Fascinating fact: Read out this information or ask a student to read it out. You could ask students to fi nd out about the Cassini mission and how scientists discovered the oceanonSaturn’smoon.

Question 2: For this challenge, students could work in small groups to use the internet to fi nd out if water has been found on any other planets. From time to time, scientists think they have found water but when additional exploration is carried out this is found to be incorrect.

Investigating how running water has changed the landscape on Mars

Materials you’ll needdry soil, plastic trays, seeds (such as cress or grass), water

Organise students into groups of three or four. Give each group two trays, dry soil, water and seeds. Students should arrange the soils in the trays to look like landscapes. They add seeds to both trays and cover them with some soil. They add water to one of the trays, which represents Earth. The other tray represents Mars.

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Students should place both trays in a warm and sunny place and water the Earth landscape every day. Ask students to predict what will happen to their landscapes. They should observe their landscapes every day for 10 days and record their findings. They should find that that the Earth landscape can support life as it has water.

Question 3: Ask students to write a short story to explain why life may not be possible on Mars. Remind them that the story should use their results and conclusion from the investigation. You could ask volunteers to read out their stories.

Research task: Students can work in small groups to research the importance of water to life. They should fi nd that living organisms use about 60% of their water intake to carry out essential chemical reactions in their bodies. They should also recall that two-thirds of human body weight is made up of water.

3 How much water does your family shower use? (p70) This home learning activity allows students to consolidate their learning and appreciate how much water is used on a daily basis at home. Ask students to follow the instructions and bring their work back into school. You could add up the total amount of water used by taking showers for the whole class. This could be multiplied by the number of classes in the school to give an estimate of how much water is used by the families of the whole school. This should demonstrate to students how much water communities use in just one task.

Test yourself answers1 Any three from: drinking, chemical

reactions, growing plants, extinguishing fi res, washing.

2 Students may include: they would be thirstyandeventuallydie;therewouldn’tbe any plants so there would be no food or oxygen on the planet; the planet would be dirty and full of unwashed persons wearing unwashed clothing.

Topic: Sources of waterSection 4: Where is water found? In this section, students will learn about surface water and groundwater as two sources of water in the water cycle.

Talking point: Point out the picture to students. It shows some examples of water sources that may be found in your area. Ask students to discuss the names of the places where water is found. Make a class list as they suggest answers. Elicit that water is found in seas, rivers, lakes, ponds, streams and also underground. Discuss how the water is being used in the picture. Students should identify that water is being used for drinking, fi shing and swimming. They should also be able to point out that freshwater is found in the streams and rivers, while salty water is found in the sea. You could discuss how the lagoon could be a mixture.

Fascinating fact: Ask students to read the information in pairs and discuss it. This shows where most of the water on Earth is found.

Read out the text about freshwater sources or ask students to read it out. Remind students that water is essential for life. You could defi ne surface water and groundwater, with examples. Put the terms in the board and write the examples underneath.

Talking point: Organise students into pairs. Ask them to observe the photographs of rainwater and a river and discuss the questions. Students should realise that rainwater is important because it is our main source of water in many ways including for drinking and watering plants and crops.

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Investigating where water in your area comes fromOrganise students into groups of three or four and ask them to find out about the sources of water in Jamaica. They could use the internet or other sources. They should find that rain water could be collected in reservoirs. It is often stored underground naturally and in manmade stores to prevent it evaporating and being contaminated by animals or other contaminants such as fertilisers.

Alternatively, you could invite a visitor into school from the local water authority or an environmentalist. Students should prepare questions to ask the visitor prior to the visit. Students should print out their research including data and graphs and create a class mural. You could display a map of the local area and put pins or tacks where natural water is found and used.

Question 1: For this challenge, ask students to fi nd out where the water they use in their houses comes from. They could use the internet. Alternatively, students could ask persons at home about their water supply. Studentscouldmakeawikipageoraleafletto present their fi ndings. The information should be displayed to allow students to compare the water supply in different areas.

1 The importance of water (p71) This home learning activity allows students to consolidate their learning about why water is important to them. Students should ask persons at home to help them fi nd pictures and information about the importance of water and create a scrapbook. When the scrapbooks are brought into school, display the scrapbooks to allow students to compare their work with others. Students could write comments and suggestions for improvements on sticky notes. They can then use the suggestions to support them in answering the fi nal question.

Test yourself answers1 Any two from: rivers, streams, ponds,

groundwater.2 Most of the tap water in Jamaica comes

from rivers and springs.

Section 5: The water cycleIn this section, students will learn about the water cycle.

Read out the text that describes the process of evaporation or ask a student to read it out. This is a crucial stage in understanding the water cycle and changes of state so spend time explaining this. Write the words water, water vapour and evaporation on the board and ask students to explain how they are linked. You could ask students to act out evaporation by making them stand close together and link arms so they can move around slowly. This is liquid waterflowing.NowtellthemyouaretheSunshining on them and they need to move apart and spread out. They are now water vapour.

Ask students what is happening in the picture of the washing on the line. They can discuss where they have seen this. Students should be able to reason that the heat of the Sun is drying the puddles and the washing. Extend this by asking students where the water is goes. Deal with any misconceptions if students state that the water disappears. Stress that the water has changed into water vapour and moved into the air. You could ask what happens to washing if it is put outside on a gloomy and damp day.

Ask students if they have seen water running down the sides of a glass that contains or has contained ice. Explain that water vapour in the air condenses back into a liquid when it is cooled. They might also have seen this in a bathroom on the cool surface of a mirror.

Read out the text about the water cycle. Talk students through the water cycle so that they understand that the repeating cycle of evaporation, condensation, precipitation and run-off ensures that water is constantly recycled on Earth. Stress that the source of heat that powers this cycle is the Sun.

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Talking point: Ask students to look at the picture of the water cycle. Ask them what happens to the sea water as it warms up. Students can volunteer their ideas but elicit that it turns to water vapour. Stress that salt does not move out of the sea. Next, ask students to follow the direction of the arrow as the water evaporates from the sea and remind them that it is now water vapour. They will see that as it rises some water vapour cools to form small water droplets. This is how clouds form. The clouds move towards land and rise towards the mountains. They cool even more and more droplets of water form. These fall as rain or precipitation. Once the rain has fallen itflowsbacktotheseaviasourcessuchasrivers, streams and lakes. This is called run-off. Remind students that some of the water seeps underground to form groundwater.

Research task: Allow students access to the internet to fi nd out which countries in the Caribbean have the most rainfall each year. They might fi nd that Trinidad, Antigua, Grenada, St. Lucia and St. Vincent have the highest rainfalls. Help them to locate these countries on a map. Students could work together to make a wall chart showing the rainfall.

Real world science: Students should read the information about the work of Professor Chen. It is included to demonstrate that scientists are working in Jamaica on topics that impact on the world.

Question 1: For this challenge, ask students to try to fi nd links between where an island is and how much rainfall it receives. You could also mention the terrain of the island. Mountainous islands often have more rainfall – possibly due to clouds cooling more. Some islands are in what is called a rain shadow. If damp air passes over an island and a lot of rain falls then the next island in the path of the air will be less wet.

Fascinating fact: Emphasise that plants also contribute to the water cycle, giving out

a great deal of water into the atmosphere each year. This is included in the water cycle picture as transpiration from plants. You could mention that this is another reason for looking after trees and other plants.

Making a model of the water cycle

Materials you’ll needpapier-mâché, balloons, wallpaper paste, paints, cardboard boxes, card, crepe paper, pipe cleaners, scissors

Organise the students into groups of three or four. Provide them with a selection of materials to make a model of the water cycle. Once the models are made, display them in the classroom or school. Students assess the models giving them points out of five for design, factual content, research used and interest. They should also give suggestions for improvements. The model with the most points wins.

5 What drives the water cycle? (p72)Explain to students that they must use the words in the word box to label the diagram of the water cycle. They could then explain the water cycle to a partner. They could also colour the water cycle in so that different stages have different colours. They should answer the questions about the main source of energy driving the system and what would happen to life on Earth if the water cycle stopped. Students should appreciate that the Sun is the main source of energy and that life on Earth could not survive without water.

Test yourself answers1 Heat energy from the Sun.2 Evaporation changes liquid water in the

sea, which has salt mixed with it, into water vapour. The water vapour rises and moves towards land where it cools and condenses to form clouds. Further cooling and condensation causes rainfall. This means freshwater falls onto the land and is used by animals and plants.

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Topic: Conserving water resourcesSection 6: Water pollutionIn this section, students will explore how human activity can pollute water and ways of reducing this pollution and will also explore water-borne diseases and how to prevent them.

Read out the text at the top of page 132 of the Student’sBookoraskstudentstoreaditandpoint out the photograph of the polluted beach. You could ask students to discuss the pollutants with a partner. They could write down a problem that each type of pollution causes.

Talking point: Ask students to work in pairs to study the picture and discuss the questions. They should identify the different types of pollution in the picture and the impact that they are having on the environment. Students should also discuss ways that the sources of pollution could be prevented or reduced. They might suggest burning less fuel in factories and vehicles and managing waste responsibly to avoid polluting the water and environment. Some students may recognise how some pollutants can enter food chains where the pollutants are passed along the chain.

Investigating water samples

Materials you’ll needwater samples from different water sources (such as from puddles, streams, water butts and streams)

Students should work in small groups. Remind students not to taste any of the samples and to waft the smell towards them with their hands when smelling them. Insist that they wash their hands after handing the samples. Students should observe the samples and record their observations using the bullet points to support them. They should recall their work on pure water and compare the samples with pure water. Finally, students write a science report about the investigation and their findings.

Are your local water sources being polluted? Organise a trip into the local area to survey pollution. Alternatively, you could ask students to look at their local area for the week before this survey. They could make observations on their way to school or on trips out with persons at home into the local area. Students could record the polluted areas and the sources of pollution by taking photographs or making video clips. They could collect samples of polluted water. Small plastic bottles are ideal for this. Make sure that it is safe to take the samples. Label each bottle with a description of the area where it was collected. Students should look at ways that pollution may be entering the sea. Finally, they write a report to show their findings, including why the pollution may be harmful to wildlife, humans and tourism. You could display the reports around the school.

Question 1:Students’questionsmayvary.They might ask questions such as: What water-borne diseases are there in Jamaica? How does this affect living things that ingest the disease? Can the diseases be treated? How can water-borne diseases be managed?

Fascinating fact: Point out how water-borne diseases cause over 3 million deaths each year. Encourage the class to discuss how persons in some countries have access to clean water while persons in other countries have to drink contaminated water on a daily basis.

Explain to students that the organisms in the water are small that they cannot be seen so persons do not realise they are there before they drink it. The swelling they can get – called gastroenteritis – can make people very ill.

Research task: Students could work in pairs to use the internet to fi nd out how many persons in Jamaica have had gastroenteritis this year. Discuss their fi ndings as a class and compare the fi gures that they have found. It would be a good idea to fi nd out

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this information from a reliable source in advance. The best sources of information are usually from government data.

Read out the different names of water-borne diseasesnotedintheStudent’sBookanddiscuss if students have heard of any of them.

6 Investigating water samples (p73) This home learning activity allows students to make a turbidity tester, used to identify how clean a water sample is. First, they fi nd or make up four liquids that range from clear to very cloudy. Remind students that they should ask permission before using any liquids. These can be made by adding different quantities of soil to tap water and stirring it or by using concentrated fruit juice such as blackcurrant and diluting it to different concentrations. Students then follow the step-by-step instructions to make their own turbidity tester. They must make sure that the fi ve crosses range from very pale (just visible to the naked eye) to very dark. They can draw these by hand or use a computer and printer. Students then use the turbidity tester to examine the samples. They record their results in the table. Finally, they test two more liquids found at home and explain to the persons at home about turbidity.

Test yourself answers1 Any three from: oil from land, oilrigs or

boats leaking into the sea; litter being thrown away into the sea or being washed into the sea by river; run-off from farms reaching the sea; sewage being washed into the sea; pollution from industry, mines and quarries being washed or dumped into the sea.

2 Any two from: wildlife can get trapped in plastic and netting; they can consume poisonous and dangerous waste; the water can become polluted and kill wildlife.

3 Any two from: gastroenteritis, cholera, guinea worm, typhoid, dysentery. These can cause diarrhoea, stomach cramps and vomiting. If left without medical attention they can lead to dehydration resulting in death.

Section 7: Purifying water In this section, students will investigate how to fi lter and purify water.

Talking point: Ask students to work in pairs to study the photograph of the stream and answer the questions. They should be able to identify many examples of solid waste, including car tyres, plastic bottles, wooden pallets, Styrofoam, paper and plastic packaging and metal drinks cans. They should conclude that the water is not clean and persons should not drink it. Point out that obviously polluted water like this is unlikely to be drunk by persons but some pollutants cannot be seen so it is important to remove these before water can be drunk.

Ask for a volunteer to read the information out to the whole class, then open a discussion of the different substances that can pollute the water. Encourage students to discuss how this water can be cleaned so that humans and other living organisms can use this.

Investigating methods of filtering and purifying water

Materials you’ll needfi lter paper, containers for collecting the water, fi ne netting or fabric, scissors, elastic bands, small clear and clean soda bottles, soil, pebbles

Ask students to work in small groups to research ways of filtering and purifying water. They should find out that large reed beds are used to purify water before it is allowed back into the sea, and filter beds using small pebbles and then fine sand are used to separate the different sized solids from the water. Students should plan and design a simple water filter then evaluate their design, thinking about what problems it might have. Groups compare their designs and allow the class to select the best one. Students then construct the water filter, test it and evaluate it. Student could use plastic drinks bottles with layers of filtering material such as sand and pebbles and pour polluted water in at

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one end and collect filtered water at the other. To make polluted water, you can add soil, chalk, blackcurrant juice, pieces of Styrofoam, leaves and salt to tap water.

Talking point: Ask students to discuss the questions. They should recognise that fi ltering just removes large solid particles and that other materials have to be removed using chemicals or other processes.

7 Using home fi lters (p74) This home learning activity allows students to make a water fi lter at home. Read through the activity with students and check that they understand the task before they take it home. Remind students not to drink the fi ltered water. Students have to design and make two types of water fi lter. They test their fi lters using ‘polluted’water,madebyaddingsoiltowaterand stirring, and evaluate them. Students then write a report describing their investigation.

Test yourself answers1 The answers will vary according to their

research but it is likely that they will suggest fi lter beds.

2 Water can be purifi ed by boiling and collecting the water vapour, by adding chemicals or by using plants.

Section 8: Reducing water pollution In this section, students will learn how water pollution can be reduced.

Talking point: Students should work with a partner to discuss the pictures. They should realise that industry uses chemicals and dyes to make everyday items such as clothing. They should fi nd that chemicals are used to treat and colour fabrics, which are often disposed of in water and seas. This pollutes the water and can destroy habitats or poison some organisms.

Read out the text about how the fashion industry is responsible for such pollution. Ask students to compare the materials used in clothing, including natural or man-made fi bres. They can fi nd this information on the labels in clothes. They should fi nd that most fabrics are now man-made, which uses a process that produces pollution.

Fascinating fact: Discuss the ways that the deaths of these animals might be caused. Students might recall that plastic remains in the environment for hundreds of years. When animals try to eat plastic objects they can block airways or the stomach, which then kills them. These animals might also get trapped in the waste plastic and be unable to breathe or feed.

Research task: Students could work with a partner to fi nd out how the National Water Commission makes water safe to drink. They might fi nd that the water is treated to remove solid objects and then fi ltered and cleaned to remove water-borne diseases and other pollutants. Discuss students’findingsasaclassandcheckthatthey have the correct information.

Carrying out a litter survey Inform students that you will be taking them to a local beach or other area to survey the litter. Plan with them how they will record the different types of litter they find (plastic, glass, paper and metal). Take them to the beach and allow them to observe, identify and record the items of litter. You could allow them to collect and dispose of the litter that they find. Students then write a report about how litter can pollute the sea.

Question 1: Ask students to write a report about water pollution in your local area and how it can be reduced or stopped. They should also suggest how the polluted water could be purifi ed, such as sieving the water to remove large solids and then fi ltering to remove chemicals and smaller pollutants from the water.

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Question 2: For this challenge, ask students to research which countries have banned or are charging for plastic bags and why. They should fi nd that many European countries have adopted this policy in an attempt to make persons consider alternatives to using plastic carrier bags, which end up polluting the environment. They could display their fi ndings as a poster.

8 Suggesting ways of preventing/reducing marine pollution (p75)Explain to students that scientists often use current data from different sources to make predictions and estimates about future trends.

This activity allows students to work with provided data. They estimate the amount of plastic for 2050, giving a reason for their estimate, then present the results from the table as a chart. To consolidate their learning, students write a newspaper article to show why we should use plastic carefully using the terms reduce, reuse, recycle.

Test yourself answers1 Any four from: plastic and glass bottles,

plastic wrapping and food packaging, cans, paper, plastic and Styrofoam drinks containers.

2 Any three from: picking up litter, recycling or reusing materials, reducing the amount of resources used, not using plastic shopping bags and packaging, protecting wild places, growing plants that encourage wild life, governments controlling how chemicals and pollutants are used and disposed of safely.

Topic: Air and how we use itSection 9: Properties of air In this section, students recall the properties of air and investigate if air has mass.

Talking point: Ask students to work with a partner to discuss the picture and questions.

They should realise air is making the objects move in the picture, which is evidence that air exists although we cannot see it.

Explain to students that matter makes up everythingthatexists.Ifsomethingdoesn’thavematteritdoesn’texist.Themassofmattercan be measured in air even though we cannot see it. The result of the mass of air can be witnessed or seen in the form of pressure. We can see and feel this when we force air into objects, for example blowing up a balloon. Ask students if they can see or smell the air around them.

Investigating if air has mass

Materials you’ll needbalance, string, two balloons

Students may think that as air cannot be seen then it does not have mass. Set up the demonstration as shown in the picture. Make sure students realise that the two balloons used are the same in order to make this a fair test. Attach one balloon to the left side of the balance. Blow up the other balloon and attach it to the other side. The side with the blown-up balloon should fall lower than the other balloon. This shows that air has mass.

Investigating air pressure

Materials you’ll needbicycle tyres or balloons, pumps

Organise students into small groups. Remind students to be careful when inflating the tyre or balloon. Allow students to explore an under-inflated balloon or tyre and record their observations. They should inflate the tyre or balloon and observe it again, then compare observations.

Fascinating fact: Students should read the information with a partner. You could show a picture of an object or animal that weighs a tonne to help them put it into context.

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Question 1: For this challenge, ask students to use the internet or books to fi nd out why we cannot feel the air pressing down on us. They should fi nd that we simply get used to the pressure pressing down on us.

Read out the information and then discuss with students how the mass of air can result in a force. Ask them if they can feel the pressure of the air on their bodies. Explain that all objects, including persons, push back on this force, which results in air pressure.

Real world science: Students should read and discuss this information in small groups. Explain that scientists use a tool called a barometer to measure atmospheric pressure. When there is low pressure it can lead to wind, precipitation and cloud. High pressure can lead to fair and calm weather.

Finding out if moving air exerts more or less pressure than still air

Materials you’ll needsheets of paper

This investigation demonstrates to students that moving air has less pressure than stationary air. Students could work with a partner. They will probably be surprised that when air is blown between the sheets of paper they move closer. This is because there is less pressure pushing the sheets apart so they move closer together.

9 Air and mass (p76)

Materials you’ll needbicycle pumps, clothes pins, large plastic bags, plastic clothes hangers, string

Students should work in small groups. They should follow the instructions to investigate how air has mass. They can hang the coat hanger from the back of a chair or a coat hook. It will need to hang freely to be used as a balance. In the second investigation, students

measure the mass that it takes to balance a fullyinflatedplasticbag.Theythenrepeatthetest with an empty plastic bag and use the table to compare their results. Encourage a class discussion to compare the mass needed to balanceanemptyandfullyinflatedplasticbag.Overall, the mass should be greater to balance thefullyinflatedplasticbagcomparedtotheempty one. There may be some anomalies as it is diffi cult to keep the air from escaping from the bags. Discuss the idea that you have tried to carry out a fair test but not all the variables can be controlled so some results may need to be ignored.

Test yourself answers1 You could use a balance with a blown-

up balloon on one side and an empty balloon on the other. The blown-up balloon will be lower on the balance than the empty balloon. This proves that air has mass.

2 Moving air has less pressure than still air.

Section 10: What is air made from? In this section, students will learn that air is made up of different components.

Explain that everyone has taste sensors on their tongue that helps us to taste anything that enters the mouth. Ask students to try this and see if they can recognise that air is also tasteless.

Talking point: Ask students to look at the pictures in pairs and discuss the questions. They should recognise that the bottles are helping persons to breathe and contain the component in air that we need to respire – oxygen.

Remind students that air is made up of gases that are odourless and colourless. Ask them to read the information about components in air in their pairs and discuss the pie chart. Students may recognise some of the gases that make up air from other learning.

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Explain that respiration is a process that uses oxygen from the air and sugars released in the cells of the body to create energy (they will learn more about this process in grade 6). Carbon dioxide is another gas that animals cannot use in respiration. Plants also respire in the same way but they use carbon dioxide in the process of photosynthesis to produce sugars.

Research task: Students could work with a partner to research the main components of air using the internet. They should fi nd that air contains carbon dioxide, oxygen, nitrogen, water vapour and other gases. They should compare their fi ndings with the pie chart in the book. Discuss any differences that they may fi nd.

Question 1: Students should recall from earlier learning that water vapour is the gaseous state of water. Water vapour gets into the air through the process of evaporation.

Question 2: Students could construct a bar chart with the name of the gases on the x-axis and the amount found on the y-axis.

Question 3: For this challenge, ask students to consider how information is found and how it is presented. The information about components of air is based on averages which may cause some differences. In addition, the components of air change over time and around the world. This demonstrates the importance of validating information that is researched.

Real world science: Ask for a volunteer to read out the information. Point out that the air we breathe can contain components other than gases. Scientists have found these components in samples of air studied.

Test yourself answers1 Any two from: carbon dioxide, oxygen,

nitrogen, other gases, water vapour.2 a Oxygen.2 b Students may say that we breathe

oxygen in or may say we use it in the process of respiration.

Section 11: Uses of air and its components In this section, students will learn how the components of air can be used in combustion reactions and to extinguish fi re.

Talking point: Ask students to work with a partner to observe the picture and discuss the questions. They should recognise that the lit candle gives us light and heat. Students may recall the fi re triangle from other learning and recognise that oxygen and a source of ignition are needed for the candle to burn. Some students may realise that candle wax is the fuel.

Explain that fi re needs three things to burn: air, heat and fuel.

Fascinating fact: Ask students to read the fact and link it to the stay safe information in the investigation. Remind them that water boils at 100 °C, which is hot enough to cause severe burns to the skin and body. A candle burns 10 times hotter than this so could cause serious injuries.

Investigating how candles need air to burn

Materials you’ll needcandles or tea lights, glass jars with lids, matches or lighter

Organise students into groups of four. Give each group a burning candle in a glass jar. Remind students that they should not touch the flame or put anything that may burn near it. Ask them to observe the candle and record the way that the flame burns. They should draw a diagram of the flame in their notebooks. Students then cover the candle with a glass jar. You may wish to do this for students or demonstrate it to the whole class. Students observe the candle again. The flame will go out eventually as the flame uses up the oxygen in the jar.

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Read out the information to students and discuss any questions they might have. They should recall that oxygen is a component of air and that this gas allows the candle to burn.

Making a carbon dioxide fire extinguisher

Materials you’ll needbaking soda, candles, funnels, matches or lighter, measuring spoons, small glass bottles, stopwatches or timers, vinegar

Organise students into small groups. Remind students not to touch the flame or matches. Give each group a lighted candle. Students follow the instructions to make a fire extinguisher. They could use a timer or stopwatch to time how long the carbon dioxide takes to extinguish the flame. They record their observations through drawings or photos or video clips. Encourage students to discuss the effectiveness of their extinguishers and compare the time it took to extinguish the flame.

Research task: Students could work in pairs to research objects that use air. They should fi nd information on anything that producesaflame,anythingthatusesoxygenin the air, some lifting equipment (that uses compressed air), and electrical devices that use air to cool the moving parts down and keep them working properly. Allow them to present their diagrams to the class and compare their fi ndings.

10 Investigating the components of air (p77)

Materials you’ll needcandles, glass jars, matches or lighter, pieces of cork, plastic trays, rulers or tape measures, water

This activity allows students to investigate and measure how much oxygen there is in

air. Students can work in small groups or you could demonstrate it to the whole class. Remindstudentsnottotouchtheflameormatches. Students should measure the level of water at the start and when the candle goes out then use the table to record their results. The candles use the oxygen in the jar to burn. As the oxygen is used up water replaces it in the jar.

The amount of water represents the air that has been used by the burning candle. When all theoxygenintheairisusedtheflamewillbeextinguished. This should show that the same amount of water replaces the oxygen content of the air in the jar.

Test yourself answers1 Carbon dioxide.2 Oxygen.

Section 12: Air pollution In this section, students will learn about the causes of air pollution. They also investigate how fuels burn differently and cause varying amounts of pollution.

Talking point: Ask students to work in small groups to look at the picture and talk about the questions. Students should recognise the exhaust fumes coming from the vehicle.

Ask for a volunteer to read out the information and encourage a class discussion on the points made.

Investigating how different fuels burn

Materials you’ll needcotton wool balls, foil tray, matches or lighter, fuels (cooling oil, motor oil, wood, coal, charcoal, candle, gas burner, coconut oil, barbecue lighter, alcohol)

Arrange students around the area for the demonstration – next to a sink is a good place. Ensure a fire extinguisher is to hand. Remind students that they should not burn any of the fuels themselves.

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Soak each cotton wool ball in a liquid fuel. This should help to control the flame. Encourage students to discuss how each fuel burns. Point out any smoke produced and the colour of it. Ask students to record their observations in their notebooks. Students compare each flame and decide how clean it is by grading the flame from 1 to 5 (1 = clean, 5 = unclean).

Question 1: Students should recognise from their observations that as the cotton wool was in open air and as there was heat from theflame,thefuelmusthaverunout.

11 Burning fuels and air pollution (p78)This activity supports students with the investigationonpage142oftheStudent’sBook. They can use the table to record their observations of each fuel being burned. Students then review their observations by answering the questions. The fi nal question encourages students to synthesise their understanding, which is a higher-order skill in science.

Research task: Students could ask staff who are responsible for the heating systems in school or contact the local supplier of electricity. They could write an email under your supervision or send a letter to the local authority to fi nd out. Students could then discuss with the rest of the class their fi ndings and see if they all agree. Students could also fi nd out what fuels are used in vehicles and machinery in the area. They might also suggest burning wood in open fi res for heating as well as cooking and barbecue fuels to cook food.

Fascinating fact: Read out the information and discuss how petrol and diesel are processed. You can explain that natural oil is separated into different fuels in a process called fractional distillation. Diesel and petrol are two of the fractions collected. Chemicals can then be added to these to make them more effi cient.

Ask for a volunteer to read out the information and discuss how oil is separated to make different fuels. These fuels can be used in many different ways including making plastic and man-made fi bres!

Talking point: Ask students to discuss with a partner what they see in the picture. They may have seen oil spills on the TV or in newspapers.

Ask for a volunteer to read out the information to the whole class. Ask students which fuel is used the most and which the least. This is an opportunity for students to practice working with data.

Comparing how different fuels burnStudents could work in pairs. Figures for carbon dioxide vary considerably but consensus of opinion is that coal produces the most carbon dioxide and natural gas the least. Students can make posters and information leaflets to help persons understand how they use fuels and to encourage them to use less fuels, for example, by walking instead of using vehicles, and by turning devices and lights off when they are not being used.

Test yourself answers1 Any two from: oil, coal or gas.2 Persons should switch off devices

and lights when they are not being used. Devices should be as effi cient as possible so that they use less electricity.

Section 13: Air-borne diseases In this section, students will learn about air-borne diseases and how pollutants affect persons.

Encourage students to think about dust and their experiences of it. Select an area where there is a good source of light. Ask students to look at the beam of light. They should be able to see small particles of dust glistening. You could encourage this by wiping a cloth over a surface and then shaking it in the beam of light.

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Fascinating fact: Encourage students to think about the constituent parts of dust. They may be surprised to know that dead skin is a part of dust. Explain that our skin continuously replaces itself so they do not need to be concerned about this. If there is a carpet or rug rub your hand over it to demonstrate how dust particles can come from these items.

Ask for a volunteer to read out the information to the whole class. Talk about the diseases and problems that these particles can cause.

Real world science: Read out this information. Discuss the different methods of measuring air pollution and compare them to the air fi lter device they have made and the devices on the previous pages. Remind students that scientists work hard to develop accurate and easy-to-use devices to help us stay safe and healthy.

Read out how dust can make persons ill especially the very young and the old. Explain that excessive amount of dust can make healthy persons cough but if they have a breathing problem, for example, asthma, dust can affect them very seriously. Students may also be interested to know how the air can carry some diseases.

Talking point: Use the questions to fi nd out ifstudentshaveeversufferedwithinfluenzaor cold. Encourage students to talk about how this made them feel. Use the picture and caption as support. Ask students how theygotthecoldorinfluenza.Elicittheideathat several members of the family or the classmayhavecoldorinfluenzaatthesametime. Explain that the disease can be carried in the air when persons cough or sneeze.

Question 1: Ask students to fi nd out about other air-borne diseases using books and the internet. Students should produce aleafletwiththenameofthedisease,itssymptoms and ways to avoid catching it.

Question 2: Students answers will dependon the air-borne diseases they research. This data will also change over time.

Preparing for a visit from a health expertOrganise the students into small groups. Students should discuss and then write down three questions that they will ask the visitor about air-borne diseases, using their research to help them. They should record what they have learned from the visitor in their notebooks.

Question 3: Students should add any information they found out about their air-bornediseasetotheirleaflets.

Question 4: For this challenge, ask studentsto fi nd out about any diseases transferred in air, food and water. Some air-borne diseases theycouldresearchincludeinfluenza,chickenpox, tuberculosis and measles. Water- and food-borne diseases include gastroenteritis, cholera, typhoid, dysentery and hepatitis.

12 Air-borne diseases (p79) This home learning activity allows students to continue their learning about air-borne diseases at home. Give students the names of air-borne diseases to research. They should research their air-borne disease using the internet, books, magazines or television reports using the questions to help them. Remind students that they should think about the sources of the information. They should list their sources ofinformationthenproducealeafletaboutthe disease. If possible, allow students to share their research fi ndings with the whole class. If each student researches a different disease then they will fi nd out about many diseases by doing this.

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Test yourself answers1 Any three from: itchy eyes, breathing

problems, high temperature, sore throat, headache or runny nose.

2 a Answers will vary depending on the disease researched. They may say: itchy eyes, breathing problems, high temperature, sore throat, headache or runny nose, stomach cramps, vomiting and diarrhoea.

b Answers will vary depending on the disease researched. They may say: washing hands, washing food in clean water, cleaning utensils and cooking areas with detergent.

Science projects Plan, design and construct a model air filter

Materials you’ll needtwo pieces of card, a pencil, string, sticky tape, petroleum jelly

Organise students into small groups and provide them with the equipment. The idea is that students collect air pollution inside and outside the school. then compare the amount of pollution. Ask students to follow the steps to construct their device. They should record their observations in a suitable table or in the one in the Workbook.

13 Testing a model air filter (p80)This activity supports students with the investigationonpage146oftheStudent’sBook. Students can use the table to record their observations. Completing the questions will support students in drawing conclusions and evaluating the investigation. Finally, they need to find out about a more accurate method of measuring air pollution. They may find that diffusion tubes are the most commonly used method of measuring air pollution. This method sucks in air and the pollutants are analysed and measured. Pollution sensors and detectors are also used.



1 b keeps its shape

2 d 0 °C3 c 100 °C 4 a water vapour5 d nitrogen6 b oxygen7 precipitation (label above lakes);

condensation (label above the Sun); evaporation (label above the sea, below the clouds)

8 Descriptions will vary. Students may describe the home filter from page 74 of the Workbook.

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Teacher’s Guide 4 - Macmillan Caribbean · 2018-08-29 · further in this Teacher’s Guide....

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