http://www.bbc.co.uk/northernireland/schools/4_11/uptoyou/index.shtml Click every page and read.
http://www.sheppardsoftware.com/nutritionforkids/matching/memoryfooddetectivess.html Interactive game
http://www.sheppardsoftware.com/nutritionforkids/foodgroups.htm Read
http://www.bbc.co.uk/schools/gcsebitesize/pe/performance/0_performance_nutrition_rev1.shtml
http://www.sheppardsoftware.com/nutritionforkids/matching/memoryfooddetectivess.html Interactive game
http://www.sheppardsoftware.com/nutritionforkids/foodgroups.htm Read
http://www.bbc.co.uk/schools/gcsebitesize/pe/performance/0_performance_nutrition_rev1.shtml
magnet_and_spring_good_ppt.ppt | |
File Size: | 6034 kb |
File Type: | ppt |
Magnets & Springs
Learn about magnets & springs as you combine the two to complete various magnetic challenges in this fun science activity. Find out what objects magnets are attracted to and more. Will the magnet pick up plastic objects? How about aluminum cans? Experiment and find out how magnets and springs work. How does the distance you pull back the spring affect how far the magnet will travel? Try rotating the magnet or changing to a big or small size, how does this affect the magnetic strength? Enjoy these challenges and more with this cool, interactive game.
http://www.sciencekids.co.nz/gamesactivities/magnetssprings.html
Learn about magnets & springs as you combine the two to complete various magnetic challenges in this fun science activity. Find out what objects magnets are attracted to and more. Will the magnet pick up plastic objects? How about aluminum cans? Experiment and find out how magnets and springs work. How does the distance you pull back the spring affect how far the magnet will travel? Try rotating the magnet or changing to a big or small size, how does this affect the magnetic strength? Enjoy these challenges and more with this cool, interactive game.
http://www.sciencekids.co.nz/gamesactivities/magnetssprings.html
http://www.slideshare.net/perfectyt123/magnets-1966367 watch this presentation to understand uses of magnets.
Magnets-Poles
Obj: To determine that magnets exert force and a magnet has two poles: north pole and south pole.
Q1.What can force do?
Ans. Push , Pull, change direction, stop
Q2. Name the poles of a magnet.
Ans. 1. North pole 2. South Pole HLQ3. Draw a magnet and label its poles.
Q4. How do you know magnets have force?
Ans. Magnets have force because a magnet can attract and repel.
Q5. How or why a compass works?
Ans. Because it has a magnetical needle which always points to the north side.
North Pole and South Pole
Objective: To explore and find out that opposite poles of magnets attract and like poles repel.
Q1. Draw and label to show that like poles repel each other and unlike poles attract each other.
Q2. Write a set of rules that explains what to do to make: magnets attract each other and repel each other.
Ans: North Pole and South Pole attracts (unlike poles)
South Pole and South Pole OR North Pole and North Pole (likely Poles) repels.
Q3. Give reason why magnetic rings bounce off each other.
Ans: Magnetic rings bounce off each other because like poles are facing each other.
Obj: To determine that magnets exert force and a magnet has two poles: north pole and south pole.
Q1.What can force do?
Ans. Push , Pull, change direction, stop
Q2. Name the poles of a magnet.
Ans. 1. North pole 2. South Pole HLQ3. Draw a magnet and label its poles.
Q4. How do you know magnets have force?
Ans. Magnets have force because a magnet can attract and repel.
Q5. How or why a compass works?
Ans. Because it has a magnetical needle which always points to the north side.
North Pole and South Pole
Objective: To explore and find out that opposite poles of magnets attract and like poles repel.
Q1. Draw and label to show that like poles repel each other and unlike poles attract each other.
Q2. Write a set of rules that explains what to do to make: magnets attract each other and repel each other.
Ans: North Pole and South Pole attracts (unlike poles)
South Pole and South Pole OR North Pole and North Pole (likely Poles) repels.
Q3. Give reason why magnetic rings bounce off each other.
Ans: Magnetic rings bounce off each other because like poles are facing each other.
Properties of paper
Q1) Which material would you use to mop up spills? Why?
Ans. I will use Kitchen roll because it has highest absorbency property. Q2 ) What do you understand by the word: Absorbent and Waterproof material. Write and draw an example of each and label.
The word absorbent means a property of a material to soak up water. Example: Tissue paper, sponge.
The word waterproof means a property of a material which does not allow the water pass through.Example : Plastic, metal.
http://www.sciencekids.co.nz/gamesactivities/materialproperties.html Waterproof material tester
19th Jan
2015 Same
objects, Different materials
Obj: To understand that the same object can be made from different materials.
To list the many different things that can be made from a single material Activity 1
Obj: To understand that the same object can be made from different materials.
To list the many different things that can be made from a single material Activity 1
- Create some cards or paper sets. Take three
rulers, each one made from a different material, and place them in one set.
- Find other objects from
around the classroom that are same but made from different materials.
- Make a list of objects
made from one material.
- Look around your house or school for
objects to make two groups of your own. All the objects in each group must be
same, but made of different materials.
- J- Choose two materials such as glass
and metal. Make a list of all the objects you can think of made from each
material.
- W- Choose a materials such as plastic
or wood. Make a list of all the objects you can think of made from each
material.
materials_day_2.pptx | |
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File Type: | pptx |
http://www.abcya.com/third_grade_computers.htm Choose abcya kids words clouds and create a word cloud.
mycloud_3f | |
File Size: | 129 kb |
File Type: | mycloud 3f |
materials.ppt | |
File Size: | 2406 kb |
File Type: | ppt |
Track the sun
Learning Objective: To understand that the sun appears to move
across the sky during the day.
Q1) What is the pattern of the movement of the sun and shadows cast by the sun?
Ans: The Sun casts (makes) the longest shadows at the beginning and end of the day, when the Sun is lowest in the sky.
The Sun casts the shortes shadows at midday, when the Sun is highest in the sky.
Obj: To show that the length and darkness of shadows change according to the position of the light source.
1)What happens to the shadow as the light gets higher above the object?
Ans: The shadow gets lighter and longer.
2) What happens to the shadow as the light gets lower down beside the object?
Ans: The shadow gets darker and shorter.
Obj: To investigate how shadows change when the light source is moved.
Q1) What happens to the shadow as the light gets nearer/further away?
Ans:- If an object is moved closer to the light source, the shadow gets bigger.
If an object is moved far away from the light source, the shadow gets smaller.
Q2) When is the shadow darkest and palest?
Ans:- Shadow is dark when the object is an opaque material. Shadow is palest when the object is a transparent material.
How shadows are formed
Obj: To know how shadows are formed.
1) How are shadows formed?
Ans: A shadow is made when an object blocks light. The shadow appears on the side of the object furthest from the light source.
2) Where should an object be to cast a shadow? Why?
The shadow will be cast on the opposite side of the object.
Q3 Write the investigation for transparent, opaque and translucent.
Opaque - Light does not pass through and the shadow is formed dark.
Translucent:- Some materials allow light to pass through, but the light is spread out and a blurred image is seen. These materials are called translucent.
Transparent: Light passes through these materials and forms hardly any shadow.Play a game on shadows.
http://www.bbc.co.uk/schools/scienceclips/ages/7_8/light_shadows.shtml
http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/shadows/read/1/
Read for more information on light and shadow
http://resources.woodlands-junior.kent.sch.uk/revision/science/lightshadows.html
Light source
L.Obj:To establish that we need light to see, and that there are many different light sources
Task:
Task 1:
List the different sources of light and identify the main source of light.
Task 2:
Write who are the people who work at night and needs a light source.
Task 3
Can tell the difference between sources of light and reflectors
of light.
(Note: Attempt all the questions if you can.)
HL: Collect pictures of sources of light and reflector of light
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/light_dark.shtml . Read Lights and shadow
Obj: To show that transparent objects and materials let light through; that opaque objects and materials do not let light through.
Task 1
List the objects which are transparent, opaque and translucent.
Task 2:
Define transparent and translucent and opaque….
Task 3
Describe Transparent, translucent and opaque with examples.
HL Make a poster on what you learnt today.
Learning Objective: To understand that the sun appears to move
across the sky during the day.
Q1) What is the pattern of the movement of the sun and shadows cast by the sun?
Ans: The Sun casts (makes) the longest shadows at the beginning and end of the day, when the Sun is lowest in the sky.
The Sun casts the shortes shadows at midday, when the Sun is highest in the sky.
Obj: To show that the length and darkness of shadows change according to the position of the light source.
1)What happens to the shadow as the light gets higher above the object?
Ans: The shadow gets lighter and longer.
2) What happens to the shadow as the light gets lower down beside the object?
Ans: The shadow gets darker and shorter.
Obj: To investigate how shadows change when the light source is moved.
Q1) What happens to the shadow as the light gets nearer/further away?
Ans:- If an object is moved closer to the light source, the shadow gets bigger.
If an object is moved far away from the light source, the shadow gets smaller.
Q2) When is the shadow darkest and palest?
Ans:- Shadow is dark when the object is an opaque material. Shadow is palest when the object is a transparent material.
How shadows are formed
Obj: To know how shadows are formed.
1) How are shadows formed?
Ans: A shadow is made when an object blocks light. The shadow appears on the side of the object furthest from the light source.
2) Where should an object be to cast a shadow? Why?
The shadow will be cast on the opposite side of the object.
Q3 Write the investigation for transparent, opaque and translucent.
Opaque - Light does not pass through and the shadow is formed dark.
Translucent:- Some materials allow light to pass through, but the light is spread out and a blurred image is seen. These materials are called translucent.
Transparent: Light passes through these materials and forms hardly any shadow.Play a game on shadows.
http://www.bbc.co.uk/schools/scienceclips/ages/7_8/light_shadows.shtml
http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/shadows/read/1/
Read for more information on light and shadow
http://resources.woodlands-junior.kent.sch.uk/revision/science/lightshadows.html
Light source
L.Obj:To establish that we need light to see, and that there are many different light sources
Task:
Task 1:
List the different sources of light and identify the main source of light.
Task 2:
Write who are the people who work at night and needs a light source.
Task 3
Can tell the difference between sources of light and reflectors
of light.
(Note: Attempt all the questions if you can.)
HL: Collect pictures of sources of light and reflector of light
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/light_dark.shtml . Read Lights and shadow
Obj: To show that transparent objects and materials let light through; that opaque objects and materials do not let light through.
Task 1
List the objects which are transparent, opaque and translucent.
Task 2:
Define transparent and translucent and opaque….
Task 3
Describe Transparent, translucent and opaque with examples.
HL Make a poster on what you learnt today.
food from plants
Objective: To know that plants provide food for humans and other animals. And recognize that many processed foods we eat come from plants.
Task 1- List the plants other animals eat.
Task 2 Explain what are processed food and illustrate a few
Task 3 List a few examples of which part of a plant do we eat.
Objective: To know that plants provide food for humans and other animals. And recognize that many processed foods we eat come from plants.
Task 1- List the plants other animals eat.
Task 2 Explain what are processed food and illustrate a few
Task 3 List a few examples of which part of a plant do we eat.
Helping Plants grow
Obj: To recognize that trees are plants by considering the dimension of the world’s most massive plant.
Q1. Write the different types of plants?
Ans. Sequoia, edible plants, herbs, nut and seed plants, spice
plants, vegetable plants, aquatic…
Q2. Name a few plants you know.
Ans. Mango tree, carrots, cardamom, seaweeds…
Q3.How do you know if something is plant?
Ans. It should be green colour, should have roots, stem and leaves.
Q4.Write 1 or 2 facts about the Sequoia tree.
Ans. 1. The most massive plant in the world is sequoia tree.
2. Sequoias grow in California.
H.L Find out about some other amazing plants, make a fact card or ask children to find names of some other sequoia trees.
Obj: To recognize that trees are plants by considering the dimension of the world’s most massive plant.
Q1. Write the different types of plants?
Ans. Sequoia, edible plants, herbs, nut and seed plants, spice
plants, vegetable plants, aquatic…
Q2. Name a few plants you know.
Ans. Mango tree, carrots, cardamom, seaweeds…
Q3.How do you know if something is plant?
Ans. It should be green colour, should have roots, stem and leaves.
Q4.Write 1 or 2 facts about the Sequoia tree.
Ans. 1. The most massive plant in the world is sequoia tree.
2. Sequoias grow in California.
H.L Find out about some other amazing plants, make a fact card or ask children to find names of some other sequoia trees.
Different rocks different soils
Q1) What is floating?
Ans: leaves and few twigs
Q2) What can you see at the bottom?
Ans. Sand pebbles.
Different kinds of soil
Obj:-To learn that there are different kinds of soil depending on the rocks from which they come
Q1) Write the kinds of soil you know.
1. Clay 2. Sandy 3. Loam
Q2) Reason out why pebbles settle down?
Ans. Pebbles settle down because they are heavier.
Obj:-To apply the knowledge of soil types to solve a practical problem.
Q1. Which soil is best for growing plants?
Ans 1. Loam soil because it is airy and does not drain water quickly like sandy soil neither does it take a long time to drain the water like clay soil.
How can you change a clay soil into loam soil?
Ans I will mix sandy soil with the clay soil and make it loam.
Soil Investigation
Obj: To investigate which soil (sandy, clay, and loam) drains faster.
Aim: To find out which soil drains fastest.
Prediction: I think ________ soil would drain fastest.
What I need: clay, loam, sandy soil, funnel, filter paper, beaker, and timer.
What will I keep same: Amount of soil and water
What will I change: different soils.
Method: I put three kinds of soils in different funnels with a filter paper and timed out which soil drained faster. Later measured the amount of liquid drained.
Result: Soil Amount of water drained in 5 minutes.
Loam 3ml
Clay 1ml
Sandy 6ml
Conclusion: Sandy soil drains fastest.
My prediction was _____________ (correct/wrong).
Q1) What is floating?
Ans: leaves and few twigs
Q2) What can you see at the bottom?
Ans. Sand pebbles.
Different kinds of soil
Obj:-To learn that there are different kinds of soil depending on the rocks from which they come
Q1) Write the kinds of soil you know.
1. Clay 2. Sandy 3. Loam
Q2) Reason out why pebbles settle down?
Ans. Pebbles settle down because they are heavier.
Obj:-To apply the knowledge of soil types to solve a practical problem.
Q1. Which soil is best for growing plants?
Ans 1. Loam soil because it is airy and does not drain water quickly like sandy soil neither does it take a long time to drain the water like clay soil.
How can you change a clay soil into loam soil?
Ans I will mix sandy soil with the clay soil and make it loam.
Soil Investigation
Obj: To investigate which soil (sandy, clay, and loam) drains faster.
Aim: To find out which soil drains fastest.
Prediction: I think ________ soil would drain fastest.
What I need: clay, loam, sandy soil, funnel, filter paper, beaker, and timer.
What will I keep same: Amount of soil and water
What will I change: different soils.
Method: I put three kinds of soils in different funnels with a filter paper and timed out which soil drained faster. Later measured the amount of liquid drained.
Result: Soil Amount of water drained in 5 minutes.
Loam 3ml
Clay 1ml
Sandy 6ml
Conclusion: Sandy soil drains fastest.
My prediction was _____________ (correct/wrong).
Soil profile
Objective: To understand the soil profile.
Must: Q1) Draw and label the soil profile.
J/R Q2) Describe the soil profile.
Top soil: Dark, rich, full of rotting plants.
Subsoil: Different in colour to the topsoil. Tightly packed soil.
Rocky soil: A layer of rock that is breaking down to become soil.
Bedrock: The solid rock beneath the soil.
Q3) Where do the plants grow? Why?
Ans: Plants grow on the top soil because it is full of minerals which is rich and full of rotting plants.
Formation of soil
Obj:- To learn that soil is formed by the erosion of rock.
Q1) Draw Rodger rock story.
Q2) Explain how soil is formed.
Ans. Soil is formed by the natural erosion of rocks. It is caused by water, weather, sunlight, wind and snow.
Weathering: break down
Erosion: take away
Rocks to soil transition: Rock->stone->gravels->grains->sand->fine powder(soil)
H.L Research more about soil and stick pictures.
Research on How rocks are formed.
http://www.fi.edu/fellows/fellow1/rocks/create/index.html
Objective: To understand the soil profile.
Must: Q1) Draw and label the soil profile.
J/R Q2) Describe the soil profile.
Top soil: Dark, rich, full of rotting plants.
Subsoil: Different in colour to the topsoil. Tightly packed soil.
Rocky soil: A layer of rock that is breaking down to become soil.
Bedrock: The solid rock beneath the soil.
Q3) Where do the plants grow? Why?
Ans: Plants grow on the top soil because it is full of minerals which is rich and full of rotting plants.
Formation of soil
Obj:- To learn that soil is formed by the erosion of rock.
Q1) Draw Rodger rock story.
Q2) Explain how soil is formed.
Ans. Soil is formed by the natural erosion of rocks. It is caused by water, weather, sunlight, wind and snow.
Weathering: break down
Erosion: take away
Rocks to soil transition: Rock->stone->gravels->grains->sand->fine powder(soil)
H.L Research more about soil and stick pictures.
Research on How rocks are formed.
http://www.fi.edu/fellows/fellow1/rocks/create/index.html
29th September Soil formation
http://www.makemegenius.com/science-videos/grade_3/Weathering-and-Erosion-for-kids see the video on how soil is formed.
http://www.makemegenius.com/science-videos/grade_3/Weathering-and-Erosion-for-kids see the video on how soil is formed.
wk_rocks_and_soils_-_1.docx | |
File Size: | 37 kb |
File Type: | docx |
wk_rocks_and_soils_-2.docx | |
File Size: | 68 kb |
File Type: | docx |
http://www.missmaggie.org/scholastic/science_eng_launcher.html Play a game to test your memory on layers of the earth.
conglomerate Rock
Obj: To understand the structure of some rocks like conglomerate or breccia.
Q1) Draw a conglomerate rock
Q2) Explain the structure of some rocks like conglomerate or breccia.
Ans. Conglomerate is a sedimentary rock formed from rounded gravel and boulder sized stones cemented together in a matrix.
Q3) Give reason why conglomerate rock called pudding stone.
Ans. Conglomerate rock is called a rock pudding because all the sizes of the rocks are mixed like a pudding.
Obj: To understand the structure of some rocks like conglomerate or breccia.
Q1) Draw a conglomerate rock
Q2) Explain the structure of some rocks like conglomerate or breccia.
Ans. Conglomerate is a sedimentary rock formed from rounded gravel and boulder sized stones cemented together in a matrix.
Q3) Give reason why conglomerate rock called pudding stone.
Ans. Conglomerate rock is called a rock pudding because all the sizes of the rocks are mixed like a pudding.
Types of rocks
Obj: To understand that rocks can be grouped according to observable characteristics.
Q1) What are the types of rocks you know?
Ans. There are 3 types they
are,
1. Igneous 2. Sedimentary 3. Metamorphic
Q2) How are Igneous rocks formed? Give few examples.
Ans. Igneous rocks are formed when volcanoes erupt, causing the magma to rise above the earth's surface. When magma appears above the earth, it is called lava. Igneous rocks are formed as the lava cools above ground.
Eg:– Basalt (Lava cools down) Granite (Magma cools down) Pumice
Q3) How are sedimentary rocks formed? Give few examples.
Ans. When little bits of rocks settle down in the river bed for along period, sediments are formed.
Eg: Sandstone, limestone, shale, conglomerate
Q3) How are metamorphic rocks formed? Give few
examples.
Igneous and sedimentary rocks heat and pressure changes and forms
into a new form.
Eg: Marble, slate, Gneiss
Obj: To understand that rocks can be grouped according to observable characteristics.
Q1) What are the types of rocks you know?
Ans. There are 3 types they
are,
1. Igneous 2. Sedimentary 3. Metamorphic
Q2) How are Igneous rocks formed? Give few examples.
Ans. Igneous rocks are formed when volcanoes erupt, causing the magma to rise above the earth's surface. When magma appears above the earth, it is called lava. Igneous rocks are formed as the lava cools above ground.
Eg:– Basalt (Lava cools down) Granite (Magma cools down) Pumice
Q3) How are sedimentary rocks formed? Give few examples.
Ans. When little bits of rocks settle down in the river bed for along period, sediments are formed.
Eg: Sandstone, limestone, shale, conglomerate
Q3) How are metamorphic rocks formed? Give few
examples.
Igneous and sedimentary rocks heat and pressure changes and forms
into a new form.
Eg: Marble, slate, Gneiss
http://www.learner.org/interactives/rockcycle/diagram.html Read and research
Uses of rocks
Q1)Which rock will you use to make roofs of a house?
Ans. Slate
Q2) Which rock and soil is used to make glass?
Ans. Sand and limestone
Q3) What is used to make bricks?
Ans. Clay
Q4) What materiel will you use to make drainpipes?
Ans. Plastic
Q5) What materiel will use sinks, taps and door handles?
Ans. Metal.
Q6) Why is chalk used to write in black boards?
Ans. Because it wears away easily.
Q7) Which is the only rock that floats in water?
Ans. Pumice
HL: Collect different types of rocks you find on the way.
Uses of rocks
Q1)Which rock will you use to make roofs of a house?
Ans. Slate
Q2) Which rock and soil is used to make glass?
Ans. Sand and limestone
Q3) What is used to make bricks?
Ans. Clay
Q4) What materiel will you use to make drainpipes?
Ans. Plastic
Q5) What materiel will use sinks, taps and door handles?
Ans. Metal.
Q6) Why is chalk used to write in black boards?
Ans. Because it wears away easily.
Q7) Which is the only rock that floats in water?
Ans. Pumice
HL: Collect different types of rocks you find on the way.
HL See the video and make different types of rocks. Video graph your project and bring the rock you made to school.
Quiz http://www.bbc.co.uk/bitesize/ks2/science/materials/rocks_soils/quiz/q79902991/
Rock test http://www.bbc.co.uk/bitesize/ks2/science/materials/rocks_soils/play/
Read http://www.bbc.co.uk/bitesize/ks2/science/materials/rocks_soils/read/1/
http://www.sciencekids.co.nz/sciencefacts/earth/rocksandminerals.html
http://www.sciencekids.co.nz/sciencefacts/earth/igneousrocks.html
http://www.rocksforkids.com/RFK/howrocks.html
Rock test http://www.bbc.co.uk/bitesize/ks2/science/materials/rocks_soils/play/
Read http://www.bbc.co.uk/bitesize/ks2/science/materials/rocks_soils/read/1/
http://www.sciencekids.co.nz/sciencefacts/earth/rocksandminerals.html
http://www.sciencekids.co.nz/sciencefacts/earth/igneousrocks.html
http://www.rocksforkids.com/RFK/howrocks.html
Our first lesson
Rocks and soil. Visit this link to explore about Rocks
http://www.bbc.co.uk/bitesize/ks2/science/materials/rocks_soils/read/1/
http://www.primaryresources.co.uk/science/science3a2.htm
Rocks and soil. Visit this link to explore about Rocks
http://www.bbc.co.uk/bitesize/ks2/science/materials/rocks_soils/read/1/
http://www.primaryresources.co.uk/science/science3a2.htm
Learn the investigation planner format
investigation_planner.docx | |
File Size: | 20 kb |
File Type: | docx |