Science

Term 1 Physical Science – Energy

Learning Intentions
  • I am learning to analyse what is necessary for the transfer of electricity.
  • I am learning to describe how energy can be transformed from one form to another to generate electricity.
Inquiry Skills
  • I am learning to follow procedures to develop investigable questions.
  • I am learning to design investigations into simple cause and effect relationships.
  • I am learning to describe potential safety risks when planning methods.
  • I am learning to collect, organise and interpret my data, identifying where improvements to my methods
  • I am learning to construct multimodal texts to communicate ideas, methods and findings.
Success Criteria
  • I can explain how electrical energy can be transferred and transformed in electrical circuits.
  • I can explain how electricity can be generated from a range of sources.
Inquiry Skills
Questioning and Predicting
  • I can pose clarifying questions and make predictions about scientific investigations, with guidance.
Planning and conducting
  • I can identify, plan and apply the elements of scientific investigations to answer questions
  • I can identify potential risks.
  • I can observe measure and record data with accuracy using digital technologies.
Processing and analysing data and information
  • I can construct representations, (tables and graph) to represent and describe observations, patterns or relationships in my data.
  • I can compare data with my predictions and use as evidence in developing explanations.
Communicating
  • I can communicate ideas, explanations and processes using scientific representations.

Facts Sheets

2040_CoalFactsheet

2040_GeothermalFactsheet

2040_HydropowerFactsheet

2040_SolarFactsheet-1

2040_SustainabilityFactsheet

2040_UraniumFactsheet

2040_WindpowerFactsheet

Media Clips

Readings

How does electricity work?

What are electrical insulators and conductors?

How do light globes work?

How do wind and water generate electricity?

How do we get power from the sun

 

Which energy sources for the future

Geothermal

https://www.eeca.govt.nz/energy-use-in-new-zealand/renewable-energy-resources/geothermal/

https://www.studentenergy.org/topics/geothermal?gclid=EAIaIQobChMIvOOk2pfW3QIViggqCh3zDQelEAAYASAAEgJ1-vD_BwE

Extra Readings

Unit 26 – Electric circuits

Unit 28 Electrical Conductors and Insulators

Unit 29 Safely Handling Electricity

Unit 30 Features of Electrical Devices – Lights

Unit 31 How can Moving Air and Water Generate Electricity

Unit 32 Solar Power

Unit 33 Sustainable and Unsustainable Energy Sources

Additional Websites

http://www.endeavourenergy.com.au/wps/wcm/connect/electrickids/electrickids/home/lesson1/video1

How do we get power from the sun?

Which energy sources for the future?

https://www.eeca.govt.nz/energy-use-in-new-zealand/renewable-energy-resources/geothermal/

https://www.studentenergy.org/topics/geothermal?gclid=EAIaIQobChMIvOOk2pfW3QIViggqCh3zDQelEAAYASAAEgJ1-vD_BwE

 

 

How does electricity Flow? YouTube Clip Bill Nye The Science Guy

Hydropower

Wind Turbines

Solar Power

 

Term 4 Science

Animal & Plant Adaptation

Learning Intentions

  • I am learning to describe the effect of environmental changes have on individual living things.
  • I am learning to predict the effect of environmental changes have on individual living things.
  • I am learning the follow procedures to answer questions
  • I am learning to collect, organise and interpret data.
  • I learning to reflect and improve my research.
  • I am learning to describe and analyse the relationship between my data using graphic representations (graphs and images)
  • I am learning to construct presentations to community my ideas, methods and results.

Success Criteria

  • I can explain how growth and survival of living things are affected by physical conditions of their environment.

Questioning and Predicting

  • I can pose clarifying questions and make predictions about scientific investigations, with guidance.

Planning and conducting

  • I can identify, plan and apply the elements of scientific investigations to answer questions
  • I can solve problems using equipment and materials safely and identifying potential risks.
  • I can decide how variables in my investigations can be changed and measured in fair tests.
  • I can observe measure and record data with accuracy using digital technologies.

Processing and analysing data and information

  • I can construct and use a range of representations, (tables and graph) to represent and describe observations, patterns or relationships in my data using digital technologies.
  • I can compare data with my predictions and use as evidence in developing explanations.

Evaluating

  • I can reflect on and suggest ideas to improve my scientific investigations.

Communicating

  • I can communicate ideas, explanations and processes using scientific representations.

Fungi Experiment

Foul Fungi

Most fungi reproduce by releasing tiny spores that then germinate (sprout) and grow into a new fungus. The spores are produced by, and released from, a fruiting body that is visible above the ground. Some fungi drop spores, which are blown away by the wind.

What are the best environments for fungi to grow?

Information Movie

Watching Fungi Grow Stop Motion 1

Watching Fungi Grow Stop Motion 2 David Attenborough

Watching Fungi Grown Stop Motion 3 

 

How important is soil

Unit 1 Physical Conditions that impact on a Plants Growth – Soil Types

Unit 2 – Physical Conditions that Impact a Plants Growth and Survival – Salinity

Unit 3 What do Seeds Need to allow them to Grow

What are fungi and what do they do

Unit 4 All About Fungi

Unit 5 – Growing Mould

Unit 6 Animals that Live in Extreme environments

Unit 7 Why do Animals Migrate

Unit 8 – Why do Animals Hibernate

Why do animals migrate

Why do plants and animals need to adapt

 

 

 

Term 2 Science

Earth & Space

Learning intentions

  • I am learning to explain how natural events cause rapid change to the Earth’s surface.
  • I am learning to follow procedures to develop investigable questions
  • I am learning to design investigations into simple cause and effect relationships.
  • I am learning to identify how variables to be changed and measured and describe potential safety risks when planning methods.
  • I am learning to construct multimodal texts to communicate my ideas, methods and findings about sudden geological and extreme weather events.

Success Criteria

  • I can explain the effect of how sudden geological changes and extreme weather events can affect Earth’s surface.

Use and influence of science

  • I can explain the use scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives.
  • I can explain how scientific knowledge is used to inform personal and community decisions to reduce the damage from geological and extreme weather events.

Processing and analysing data and information

  • I can construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies.

Communicating

  • I can communicate ideas, explanations and processes using scientific representations in a variety of ways.

Homework Research Project

 

Session 1

Volcanoes are dangerous neighbour’s to have but the produce extremely fertile, mineral rich soil, water reservoirs and geothermal resources as well as simply being beautiful to look at.

https://www.youtube.com/watch?v=WgktM2luLok

Effusive:

Magma at 1200 degree C+ reaches the surface  and because it is so hot, it flows easily, moving across the land, gently-sloping shield volcanoes are produced in this way.

Explosive:

Dissolved gases cannot escape easily from cooler, more viscous magma and so the pressure builds until the face explodes, sending lava and rock skywards. As the lava flows more slowly due to its more viscous consistency, a composite volcano with steeper gradient is created.

Cinder Cones (feature of both types of volcanoes)

It is a steep conical-shaped hill that forms next to a vent on the side of a volcano.

The cone consists of fragments of lava (called cinders) which have accumulated close to the cent from which they were released.

To understand further we need to understand the layering of the Earth.

  • Inner Core
  • Outer Core
  • Mantle
  • The Crust

Science RIC page 39-40

Reading – What causes a volcanic eruption page 39

 

Session 2

Making a Volcano

Week 2 – Volcano Experiment Write up

Session 3

Earthquakes & Tsunamis

What is an Earthquake?

Earthquakes are mostly commonly the results of tectonic plate movement along a fault line but they can also be caused by volcanic activity.

Radioactive decay deep in the Earth core power convection currents that move the tectonic plates at the rate of a few centimetres a year.

What is an Earthquake?

The strength of earthquakes is measured on the Richter scale.

The scale relates to the magnitude (the estimated amount of energy released by the earthquake).

What is a Tsunami?

https://www.youtube.com/watch?v=OQ3oXIjPmaE

What is a tsunami?

A Tsunami usually follow an underwater earthquake caused by plates pushing together when one place pushes under the other.

Earthquakes of 7.5 or more cause the most destructive Tsunamis.

 

Indian Ocean Tsunami Warning System.

After the December Tsunami in the Indian Ocean in 2004, a system was set up to warn countries of possible Tsunamis.

 

Recent Data of Earthquakes and Tsunamis.

What do you notice about the pattern on where the Earthquakes and Tsunamis have occurred?

Share World map.

Mark recent Earthquakes and Tsunamis.

https://www.mapbox.com/bites/00267/

Science RIC pg 43 – Whole class reading and highlighting.

Answer questions on page 44.

Reading – How are earthquakes and tsunamis measured page 43

Session 4

Submarine Earthquake Experiment

Earthquakes produce primary and secondary seismic waves.

  • Primary waves are longitudinal and cause back and forward motion.
  • Secondary waves are transverse, causing a side to side motion, or surface, causing an up and down motion.

Often, both types of secondary wave occur from measure of at least 7.5 on the Richter scale.

Week 2 – Submarine Earthquake Experiment

Session 5

How are Earthquakes measured?

Seismic activity occurs as tectonic plates slide over the layer of magma beneath them.

When this activities becomes intense, earthquakes occur.

The Richter scale is an objective, logarithmic measure of the total energy released by an earthquake.

The Mercalli scale is an subjective measure describing the destruction caused by earthquakes of different intensity.

Because the depth at which an earthquakes occurs affects the resulting damage, the two scales are not necessarily linked.

The location of the earthquake also affects the amount of destruction; for example, the damage to a highly populated urban area can not be compared to a remote, sparsely popularly area.

 

Two types of seismic waves that are produced by the energy released from an earthquakes.

Longitudinal (primary) waves move the ground backwards and forwards.

Transverse waves move the ground from side to side, while surface waves cause an up and down motion.

Both types are considered secondary types.

 

Science RIC Page 49.

Research the five largest earthquakes to have been recorded on the Richter scale. Use information from a number of sources to complete the table.

Earthquake Research page 49

Session 6

How are volcanic eruptions monitored?

Due to earthquakes being related to volcanic activity, seismology can be used to detect frequent earth tremors that can indicate the possible eruptions of a volcano.

These vibrations, known as volcanic tremors, are the result of interactions between magma and rocks in the Earth’s crust.

People living within range of an active volcano may be familiar with volcanic tremors as they can cause buildings to shake.

 

The signal of an volcanic tremor has been used to predict the eruption of some volcanoes where monitoring is in place; for example: Mt Redoubt in 1989 and Popocatepetl in 2000.

The purpose of monitoring volcanoes is to be able to inform those living near them of the possible event of an eruption.

Communication amount scientists, officials and the community, and the development of an emergency plan, is essential if lives are to be saved.

Why do you think people would want to live near a volcano?

Science RIC page 51 whole class reading.

Reading – How are volcanic eruptions monitored page 51

Questions page 52.

 

Useful information

http://www.weatherwizkids.com/weather-volcano.htm

Early Finishes

Volcanic Eruptions Caught on Camera

https://www.youtube.com/watch?v=6Ys7uPivBLg

https://www.youtube.com/watch?v=qA8D8e34LZc

https://www.youtube.com/watch?v=ph_KtD_D5qA

 

Session 7

Ring of Fire

https://www.youtube.com/watch?v=yDy28QtdYJY

Ring of Fire Eruptions Research

Find information about four volcanic eruptions that have occurred in the Ring of Fire within the past 50 years.

Session 8

Recent Natural Disasters

Reading – Recent Natural Disasters

Session 9 (Extra)

Drought

What is a drought?

Is it the same in various  countries?

How and why do the effects and consequences compare between countries?

Many scientists study the effects of drought in high risk areas.

They study the patterns in rainfall across seas over many years, the impact of drought on major industries, groundwater and reservoirs levels, and the personal effects on society.

Australia’s location makes it susceptible to droughts as it is in an area which is influenced by a subtropical high pressure belt.

In this area, cool, moist air sinks towards the earth. As it sinks, the air warms up and dries out. This creates a stable area of high pressure with cloudless skies and little rainfall.

 

What are the effects of drought?

  1. H___ & F____
  1. Loss of F____ W____
  1. Spread of D_____
  1. Suffering E______

Science page 55-56

Reading – What are the effects of drought page 55

Session 10

Clean Water for all!

Research Clean Water For All!

 

Table Groups of 4.

1.Research some ways by which we can work towards ‘water for all’.

2.Discuss your information with your group.

3.Record your information in the table.

 

Science Clean Water for All! Page 57 Recording page.

Term 1 Science
Chemical Change

Learning Intentions

During this term children will learn to…

  • I am learning to compare different types of observable changes to materials.
  • I am learning to classify different types of observable changes to materials.
  • I am learning to explain how scientific knowledge is used in decision making.
  • I am learning to collect, organise and interpret my data.
  • I am learning to identifying where improvements to my methods could improve the data.
  • I am learning to describe and analyse relationships in my data using graphic representations.
  • I am learning to construct multimodal texts to communicate ideas, methods and findings.

Success Criteria

 I know I am successful because  

  • I can describe changes to materials as to whether they are be reversible or irreversible.

Nature and development of science

  • I can explain how science involves testing predictions by gathering data.
  • I can use evidence to develop explanations of events and phenomena.

Questioning and predicting

  • I can, with support, pose clarifying questions.
  • I can make predictions about scientific investigations.

Planning and conducting

  • I can identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks.
  • I can decide on variables to be changed and measured in fair tests.
  • I can observe measure and record data with accuracy using digital technologies as appropriate.

Processing and analysing data and information

  • I can construct and use a range of representations to represent and describe observations, patterns or relationships in data.
  • I can compare data with predictions and use as evidence in developing explanations.

Evaluating

  • I can reflect and suggest improvements to scientific investigations.

Communicating

  • I can communicate ideas, explanations and processes using scientific representations.

Session 1

What happens with material are mixed?

Inquiry Questions

  • Can they mix?
  • Can you be separated?
  • How?
  • Is it reversible?
  • Is it irreversible?

Reading   –    What happens with materials are mixed?-1ige2p5

Session 2

Reading   –    What is solubility?-1s6bw2k

Solubility Clip   –    https://www.thinglink.com/scene/883884685170573312

Session 3

Writing up experiment

 

Session 4

Reading   –     What changes do heating and cooling cause?-1s2cqrk

Read further about Chemical Science in the link below.

Chemistry of Solutions 

 

Session 5

Reading   –        Why do metals rust?-1b9mjyu

Nail Rust Experiment

Session 6

Reading    –   How is reversible change useful in recycling?-20og02i

Recycling clip

How is paper recycled clip

 

Assessment Task

Create a poster – digitally or manually to encourage recycling at school.

These will be hung around the school to encourage all school members to recycle – glass, paper and organise waste.

 

You must include:

  1. You must have a focus platic, glass, paper or metal that should be recycled.
  2. 3 reasons why they should recycle
  3. Image
  4. Title
  5. Link for more information.

 

Planet Ark website for information.

http://recyclingweek.planetark.org/recycling-info/thebenefits.cfm

Facts Sheets link

http://recyclingweek.planetark.org/recycling-info/downloads.cfm