7th May 2014
Part of a plant and its functions
Obj: To know that plants needs healthy roots, stem and leaves to grow well.
Q1.Draw the plant and label its parts.
Q2. List at least 1 function of each part of a plant.
Functions of
Roots : Roots anchor the plant.. absorbs water, minerals and nutrients from soil.
Leaves : Prepares food for plants. Chlorophyll the substance which gives the leaf green colour.
Stem : Gives support to plant, supply water to all part of plants..
12th May 2014
Types of roots
Obj: To identify and differentiate the two types of roots.
Q1.Draw and label the types of roots.
Q2. Write the types of roots.
Ans. 1. Tap root 2. Fibrous root
Q3. Write the difference between the two types of roots.
Ans.Tap root is a single root for example carrot, beetroot and radish. And fibrous root spreads all over.
Stem Investigation
Obj:To know that water is transported to other parts of plant through the stem.
Q1.Write the investigation.
Aim: To find out where does the water go in the stem
What I need: coloured water, celery. Scissor or knife
Method: I kept celery stick in the coloured water to find out to see where the water goes. I cut the celery stick from middle to see
Result:
Conclusion:
H.L- Q2- Illustrate the investigation.
14th may 2014 Do Leaves matter?
Obj: To know that a plant need leaves to grow well.
AllQ1. Which plant grew well-Kim or Hoda’s?
Ans. Hoda’s plant grew well because he had more leaves on his plant than Kim’s plant.
Ext: Q2. Explain why Hoda’s plant grew more? How do leaves help a plant?
Ans. Hoda’s plant grew more because leaves are the main food making organs of a plant.
Leaves contain the energy pigment, chlorophyll which undergoes a complex cycle when sunlight hits it to create sugar. The sugar (carbohydrate) is then used by the plant to grow.
H.L- Q3- Illustrate What happened to Hoda’s and Kim’s plant.
Obj: To plan and carry out a fair test on various factors that might affect the growth of a plant.
Q1.What are the factors that affect the growth of a plant?
Ans: The factors that affect the growth of plants are
Enough sunlight, moderate water, loam soil and air.
HLQ2.Write a letter to Gloria advising her how to grow her grass well.
HLQ3. Design a leaflet to show the importance of plants to us.
(Refer to page 22-23)
Part of a plant and its functions
Obj: To know that plants needs healthy roots, stem and leaves to grow well.
Q1.Draw the plant and label its parts.
Q2. List at least 1 function of each part of a plant.
Functions of
Roots : Roots anchor the plant.. absorbs water, minerals and nutrients from soil.
Leaves : Prepares food for plants. Chlorophyll the substance which gives the leaf green colour.
Stem : Gives support to plant, supply water to all part of plants..
12th May 2014
Types of roots
Obj: To identify and differentiate the two types of roots.
Q1.Draw and label the types of roots.
Q2. Write the types of roots.
Ans. 1. Tap root 2. Fibrous root
Q3. Write the difference between the two types of roots.
Ans.Tap root is a single root for example carrot, beetroot and radish. And fibrous root spreads all over.
Stem Investigation
Obj:To know that water is transported to other parts of plant through the stem.
Q1.Write the investigation.
Aim: To find out where does the water go in the stem
What I need: coloured water, celery. Scissor or knife
Method: I kept celery stick in the coloured water to find out to see where the water goes. I cut the celery stick from middle to see
Result:
Conclusion:
H.L- Q2- Illustrate the investigation.
14th may 2014 Do Leaves matter?
Obj: To know that a plant need leaves to grow well.
AllQ1. Which plant grew well-Kim or Hoda’s?
Ans. Hoda’s plant grew well because he had more leaves on his plant than Kim’s plant.
Ext: Q2. Explain why Hoda’s plant grew more? How do leaves help a plant?
Ans. Hoda’s plant grew more because leaves are the main food making organs of a plant.
Leaves contain the energy pigment, chlorophyll which undergoes a complex cycle when sunlight hits it to create sugar. The sugar (carbohydrate) is then used by the plant to grow.
H.L- Q3- Illustrate What happened to Hoda’s and Kim’s plant.
Obj: To plan and carry out a fair test on various factors that might affect the growth of a plant.
Q1.What are the factors that affect the growth of a plant?
Ans: The factors that affect the growth of plants are
Enough sunlight, moderate water, loam soil and air.
HLQ2.Write a letter to Gloria advising her how to grow her grass well.
HLQ3. Design a leaflet to show the importance of plants to us.
(Refer to page 22-23)
6th May Parts of a plant and its functions
Obj: To know that plants needs healthy roots, stem and leaves to grow well.
Q1.Draw the plant and label its parts.
Q2. List at least 1 function of each part of a plant.
Functions of a Plant
Roots : Roots anchor the plant.. absorbs water, minerals and nutrients from soil.
Leaves : Prepares food for plants. Chlorophyllthe substance which gives the leaf green colour.
Stem : Gives support to plant, supply water to all part of plants..
Obj: To know that plants needs healthy roots, stem and leaves to grow well.
Q1.Draw the plant and label its parts.
Q2. List at least 1 function of each part of a plant.
Functions of a Plant
Roots : Roots anchor the plant.. absorbs water, minerals and nutrients from soil.
Leaves : Prepares food for plants. Chlorophyllthe substance which gives the leaf green colour.
Stem : Gives support to plant, supply water to all part of plants..
Helping Plants grow
4th May 2014
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. Themost 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.
(Bring some plants or its parts used for eating or cooking.)
21st April 2014 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.
22nd April 2014 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.
28th April 2014 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.
H.L Research more about soil and stick pictures.
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.
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.
30th April 2014 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).
Research on How rocks are formed.
http://www.fi.edu/fellows/fellow1/rocks/create/index.html
http://www.fi.edu/fellows/fellow1/rocks/create/index.html
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
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.
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.
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
rock_wk.docx | |
File Size: | 16 kb |
File Type: | docx |
Objective: To show understand that the movement of Sun can be used to tell the time of the day.
1. Why is the shadow longest in the morning and evening?
Ans: Because the sun is low in the sky
2. Why is the shadow shortest at midday?
Ans: Because the sun is at its highest in the sky.
HL Make a sundial use the following link for help. You can click the picture of your sundial and mail it to me.
http://www.sciencekidsathome.com/science_experiments/sundial-1.html
History of the sundial
http://www.technologystudent.com/prddes1/hisclk1.html
1. Why is the shadow longest in the morning and evening?
Ans: Because the sun is low in the sky
2. Why is the shadow shortest at midday?
Ans: Because the sun is at its highest in the sky.
HL Make a sundial use the following link for help. You can click the picture of your sundial and mail it to me.
http://www.sciencekidsathome.com/science_experiments/sundial-1.html
History of the sundial
http://www.technologystudent.com/prddes1/hisclk1.html
March 16, 2014 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.
17th march 2014
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.
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.
17th march 2014
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.
11th March 2014
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.
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.
9th March 2014 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.
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
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
25th Feb 2014 Light source
L.Obj:To establish that we need light to see, and that there are many different light sources
Task:
Walkers:
List the different sources of light and identify the main source of light.
Joggers:
Write who are the people who work at night and needs a light source.
Rushers:
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
L.Obj:To establish that we need light to see, and that there are many different light sources
Task:
Walkers:
List the different sources of light and identify the main source of light.
Joggers:
Write who are the people who work at night and needs a light source.
Rushers:
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
24th Feb 2014 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:
Walkers
List the objects which are transparent, opaque and translucent.
Joggers:
Define transparent and translucent and opaque….
Rushers
Describe Transparent, translucent and opaque with examples.
HL Make a poster on what you learnt today.
Obj: To show that transparent objects and materials let light through; that opaque objects and materials do not let light through.
Task:
Walkers
List the objects which are transparent, opaque and translucent.
Joggers:
Define transparent and translucent and opaque….
Rushers
Describe Transparent, translucent and opaque with examples.
HL Make a poster on what you learnt today.
rocks.ppt | |
File Size: | 9312 kb |
File Type: | ppt |
Read here for more information about Rocks
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
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
types_of_rocks.docx | |
File Size: | 16 kb |
File Type: | docx |
5th
February 2014 Forces
in Action
Objective: To use the knowledge and understanding of springs to make sense of their use in everyday objects.
Walker - What happens to the spring in the stapler when you open it and close it.
Jogger- What happens to the spring in the hole punch and retractable pen.
Rushers- What happens to the spring in the stapler, hole punch and retractable pen.
Objective: To use the knowledge and understanding of springs to make sense of their use in everyday objects.
Walker - What happens to the spring in the stapler when you open it and close it.
Jogger- What happens to the spring in the hole punch and retractable pen.
Rushers- What happens to the spring in the stapler, hole punch and retractable pen.
3rd February
2014 Springs
Obj: To understand that springs can be stretched (pulled) and compressed (squashed). Walkers: Illustrate about the forces you feel when you stretch and compress the spring.
Joggers: write and Illustrate about the forces you feel when you stretch and compress the spring.
Ans: When I stretch I feel……….
When I compress I feel ………
Rushers: In a speech bubble, explain what forces you can feel when you stretch and compress the springs.
Obj: To understand that springs can be stretched (pulled) and compressed (squashed). Walkers: Illustrate about the forces you feel when you stretch and compress the spring.
Joggers: write and Illustrate about the forces you feel when you stretch and compress the spring.
Ans: When I stretch I feel……….
When I compress I feel ………
Rushers: In a speech bubble, explain what forces you can feel when you stretch and compress the springs.
Magnetic Investigation
Obj: To plan and carry out a fair test to investigate magnets-strongest magnet.
My prediction is _____________ would be strongest magnet.
Materials I need: Magnets, paperclips What I will keep same: Amount of paperclips
What I will change: Different types of magnets
Method: every time I took a different magnet and checked how paperclips would get attracted.
Result: Magnet amount
bar _______
ring ________
horse shoe ______
disc ________
Conclusion: The strongest magnet was ______________.
My prediction was Correct OR incorrect
Obj: To plan and carry out a fair test to investigate magnets-strongest magnet.
My prediction is _____________ would be strongest magnet.
Materials I need: Magnets, paperclips What I will keep same: Amount of paperclips
What I will change: Different types of magnets
Method: every time I took a different magnet and checked how paperclips would get attracted.
Result: Magnet amount
bar _______
ring ________
horse shoe ______
disc ________
Conclusion: The strongest magnet was ______________.
My prediction was Correct OR incorrect
North Pole and South Pole
Objective: To explore what happens when like poles of a magnet are brought near each other and when unlike poles are brought near each other.
W Q1. Draw and label to show that like poles repel each other and unlike poles attract each other.
J 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)
R Q3. Give reason why magnetic rings bounce off each other.
Ans: Magnetic rings bounce off each other because like poles are facing each other.
Objective: To explore what happens when like poles of a magnet are brought near each other and when unlike poles are brought near each other.
W Q1. Draw and label to show that like poles repel each other and unlike poles attract each other.
J 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)
R Q3. Give reason why magnetic rings bounce off each other.
Ans: Magnetic rings bounce off each other because like poles are facing each other.
Magnetic
investigation
Obj: To explore materials that are attracted to a magnet. To make and test predictions.
Must. Complete the table as shown in pg7 all the columns.
Q1) What is a magnetic material?
Ans. Magnets can attract other magnets but they can also attract magnetic materials. Magnetic materials are always metals but only a few metals are magnetic.
Q2) Name 2 magnetic metals.
Ans. 1. Iron 2. Steel
RQ3) Which metals are not attracted by metals? Why?
Ans. Aluminium, copper and Gold are non-magnetic materials because they do not contain iron or steel in it.
Obj: To explore materials that are attracted to a magnet. To make and test predictions.
Must. Complete the table as shown in pg7 all the columns.
Q1) What is a magnetic material?
Ans. Magnets can attract other magnets but they can also attract magnetic materials. Magnetic materials are always metals but only a few metals are magnetic.
Q2) Name 2 magnetic metals.
Ans. 1. Iron 2. Steel
RQ3) Which metals are not attracted by metals? Why?
Ans. Aluminium, copper and Gold are non-magnetic materials because they do not contain iron or steel in it.
Uses of magnets
Obj: To explore the uses of magnets in daily life and to use their knowledge and understanding about magnets to make a magnetic toy.
Q1. Write the uses of magnets. Watch this http://www.slideshare.net/perfectyt123/magnets-1966367
Q2. Draw a fridge magnet and list the materials you used.
Q3. Draw and write how you made the magnetic toy.
Obj: To explore the uses of magnets in daily life and to use their knowledge and understanding about magnets to make a magnetic toy.
Q1. Write the uses of magnets. Watch this http://www.slideshare.net/perfectyt123/magnets-1966367
Q2. Draw a fridge magnet and list the materials you used.
Q3. Draw and write how you made the magnetic toy.
magents_sheet_wk.doc | |
File Size: | 55 kb |
File Type: | doc |
Try these sites out.......
http://www.bbc.co.uk/schools/scienceclips/ages/7_8/magnets_springs.shtml http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/magnet_springs/read/1/ http://brighton-hove.dbprimary.com/brighton-hove/primary/fairlight/arenas/magnetssprings:year3science http://resources.woodlands-junior.kent.sch.uk/revision/science/physical.htm
http://www.bbc.co.uk/schools/scienceclips/ages/7_8/magnets_springs.shtml http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/magnet_springs/read/1/ http://brighton-hove.dbprimary.com/brighton-hove/primary/fairlight/arenas/magnetssprings:year3science http://resources.woodlands-junior.kent.sch.uk/revision/science/physical.htm
Magnets and
Spring
Force in action
Obj: To explore the uses of magnets in daily life and to use their knowledge
All Q1.What can force do?
Ans. Push , Pull, change direction, stop
All Q2. Name the poles of a magnet.
Ans. 1. North pole 2. South pole
WQ3. Draw a magnet and label its poles.
J Q4. How do you know magnets have force?
Ans. Because a magnet can attract and repel.
R Q5. How or why a compass works?
Ans. Because it has a magnetical needle which always points to the north side.
Force in action
Obj: To explore the uses of magnets in daily life and to use their knowledge
All Q1.What can force do?
Ans. Push , Pull, change direction, stop
All Q2. Name the poles of a magnet.
Ans. 1. North pole 2. South pole
WQ3. Draw a magnet and label its poles.
J Q4. How do you know magnets have force?
Ans. Because a magnet can attract and repel.
R Q5. How or why a compass works?
Ans. Because it has a magnetical needle which always points to the north side.
teeth-mik_permanent_written_week_8_and_9.docx | |
File Size: | 29 kb |
File Type: | docx |
enamel_experiment.docx | |
File Size: | 16 kb |
File Type: | docx |
tooth_anatomy.doc | |
File Size: | 43 kb |
File Type: | doc |
which_animal_do_the_teeth_belong_to.docx | |
File Size: | 124 kb |
File Type: | docx |
foodpres.pdf | |
File Size: | 271 kb |
File Type: |
teeth_labelling.doc | |
File Size: | 44 kb |
File Type: | doc |
science_wk_teeth_and_eating.pdf | |
File Size: | 227 kb |
File Type: |
my_food_pyramid.docx | |
File Size: | 21 kb |
File Type: | docx |
factsheet1.pdf | |
File Size: | 344 kb |
File Type: |
Milk and permanent teeth
Milk Teeth
Obj: To learn about milk teeth in human body
Must - How many milk teeth are there altogether?
Ans: There are 20 milk teeth
Q1)- How many different kinds of milk teeth are there? Can you name them all?
Ans: There 3 kinds
1.Incisors
2. Canine
3. Molars
Q2) .-How many of each kind are there in a full set of milk teeth?
Ans: 4 incisors up and 4 down 2 canine up 2 down 4 molars up 4 down
Permanent teeth
Obj: To learn about permanent teeth in human body.
Must- How many permanent teeth are there altogether?
Ans: There are 32 permanent teeth
Q1) How many different kinds of permanent teeth are there? Can
you name them all?
There are 5 kinds
1.Canine 2.insicors 3. Premolars 4. Molars 5. Wisdom teeth.
Q2) How many of each kind are there in a full set of permanent teeth?
How many of each kind are there in the bottom jaw and top
jaw?
4 incisors up and 4 down
2 canine up and 2 down
4 premolars up and 4 down
4 molars up and 4 down
2 wisdom teeth up and 2 down
W- Name the two sets of teeth in adults.
J/R-Compare the two sets of teeth.
Milk Teeth
Obj: To learn about milk teeth in human body
Must - How many milk teeth are there altogether?
Ans: There are 20 milk teeth
Q1)- How many different kinds of milk teeth are there? Can you name them all?
Ans: There 3 kinds
1.Incisors
2. Canine
3. Molars
Q2) .-How many of each kind are there in a full set of milk teeth?
Ans: 4 incisors up and 4 down 2 canine up 2 down 4 molars up 4 down
Permanent teeth
Obj: To learn about permanent teeth in human body.
Must- How many permanent teeth are there altogether?
Ans: There are 32 permanent teeth
Q1) How many different kinds of permanent teeth are there? Can
you name them all?
There are 5 kinds
1.Canine 2.insicors 3. Premolars 4. Molars 5. Wisdom teeth.
Q2) How many of each kind are there in a full set of permanent teeth?
How many of each kind are there in the bottom jaw and top
jaw?
4 incisors up and 4 down
2 canine up and 2 down
4 premolars up and 4 down
4 molars up and 4 down
2 wisdom teeth up and 2 down
W- Name the two sets of teeth in adults.
J/R-Compare the two sets of teeth.
teeth_and_healthy_eating.ppt | |
File Size: | 1321 kb |
File Type: | ppt |
task_sheet_2.docx | |
File Size: | 44 kb |
File Type: | docx |
mat_glg_4.docx | |
File Size: | 112 kb |
File Type: | docx |
revision_answer_4.docx | |
File Size: | 99 kb |
File Type: | docx |
food_groth_and_activity.docx | |
File Size: | 316 kb |
File Type: | docx |
wk2_-_ws7_-_sorting_foods.pdf | |
File Size: | 228 kb |
File Type: |
Check this video to learn about a balance diet
http://www.youtube.com/watch?v=WWWV2yY8Pik
http://www.youtube.com/watch?v=oBx7u-uglJk
http://www.youtube.com/watch?v=WWWV2yY8Pik
http://www.youtube.com/watch?v=oBx7u-uglJk
Try this out about food for activity and growth
http://www.bbc.co.uk/northernireland/schools/4_11/uptoyou/healthy/footballfood.shtml
To learn the importance of a balance diet.
http://www.sheppardsoftware.com/nutritionforkids/matching/memoryfooddetectivess.html
http://www.sheppardsoftware.com/nutritionforkids/foodgroups.htm
HL for 6.11.2013
Read Page 6 and do Page 7 Task 5 And task 6
http://www.bbc.co.uk/northernireland/schools/4_11/uptoyou/healthy/footballfood.shtml
To learn the importance of a balance diet.
http://www.sheppardsoftware.com/nutritionforkids/matching/memoryfooddetectivess.html
http://www.sheppardsoftware.com/nutritionforkids/foodgroups.htm
HL for 6.11.2013
Read Page 6 and do Page 7 Task 5 And task 6
material_glg_ans.docx | |
File Size: | 38 kb |
File Type: | docx |
Try this out for Different ways of animal feeding.
http://www.saburchill.com/chapters/chap0014.html
http://www.saburchill.com/chapters/chap0014.html
Animal Feeding
Objective: To understand how animals feed.
Q1) What is your favourite animal and how does it feed?
Ans: Cat is my favourite animal and it bites and chew its food.
Q2) What and how do different animals feed?
Ans:
Animal How it is feeding What is it eating
Cow Chew Grass
Whale Filter water
Snake Swallow egg
Q3) What and how do different animals feed? What is the difference between biting and chewing?
Ans.
Animal How it is feeding What is it eating
goat Chew Grass
Sponge Filter water
leech Suck Blood
Lion Bite flesh
The difference between biting and chewing is biting is to cut the food and chewing is to chop the food into pieces inside the mouth.
Objective: To understand how animals feed.
Q1) What is your favourite animal and how does it feed?
Ans: Cat is my favourite animal and it bites and chew its food.
Q2) What and how do different animals feed?
Ans:
Animal How it is feeding What is it eating
Cow Chew Grass
Whale Filter water
Snake Swallow egg
Q3) What and how do different animals feed? What is the difference between biting and chewing?
Ans.
Animal How it is feeding What is it eating
goat Chew Grass
Sponge Filter water
leech Suck Blood
Lion Bite flesh
The difference between biting and chewing is biting is to cut the food and chewing is to chop the food into pieces inside the mouth.
different_types_teeth.pptx | |
File Size: | 27 kb |
File Type: | pptx |
animals_that_feed_by_sucking.pptx | |
File Size: | 1121 kb |
File Type: | pptx |
fax.docx | |
File Size: | 13 kb |
File Type: | docx |
materials.ppt | |
File Size: | 814 kb |
File Type: | ppt |
paper_absorbency_test.doc | |
File Size: | 30 kb |
File Type: | doc |
materials_pdf.pdf | |
File Size: | 3 kb |
File Type: |
absorbency.ppt | |
File Size: | 236 kb |
File Type: | ppt |
material_wrk_sht_1.docx | |
File Size: | 40 kb |
File Type: | docx |
Nappy Investigation Planner
My prediction is ___________________________
Materials I need: Pampers and water, measuring jar
What I will keep same: Amount of water
What I will change: Different brands of nappy
Observation:
Result:
Conclusion:
My prediction was :Correct/incorrect
My prediction is ___________________________
Materials I need: Pampers and water, measuring jar
What I will keep same: Amount of water
What I will change: Different brands of nappy
Observation:
Result:
Conclusion:
My prediction was :Correct/incorrect
Video by our class students on materials
materials_investigations_wbook.doc | |
File Size: | 136 kb |
File Type: | doc |