20024 AC Science Foundation Physical sciences

Your partner in education 

FOUNDATION 

Physical sciences 

YEAR 1 

SCIENCE 

©R.I.C. Publications 

Low Resolution Images 

Display Copy 

Australian Primary Publisher 

of the Year 2015 and 2016

Australian Curriculum Science (Foundation) 

Published by R.I.C. Publications ® 2011 

Copyright© R.I.C. Publications ® 2011 

Revised 2017 

RIC-20024 

Titles in this series: 

Australian Curriculum Science (Foundation) 

Australian Curriculum Science (Year 1) 







All material identified by O is material subject to copyright 

under the Copyright Act 1968 (Cth) and is owned by the Australian 

Curriculum, Assessment and Reporting Authority 2017. 

For all Australian Curriculum material except elaborations: This is 

an extract from the Australian Curriculum. 

Elaborations: This may be a modified extract from the Australian 

Curriculum and may include the work of other authors. 

Disclaimer: ACARA neither endorses nor verifies the accuracy of the 

information provided and accepts no responsibility for incomplete or 

inaccurate information. 

In particular, ACARA does not endorse or verify that 

• The content descriptions are solely for a particular year and 

subject; 

• All the content descriptions for that year and subject have been 

used;and 

• The author's material aligns with the Australian Curriculum content 

descriptions for the relevant year and subject. 

You can find the unaltered and most up to date version of this 

material at http://www.australiancurriculum.edu.au/ 

This material is reproduced with the permission of ACARA. 

Ce. I Australian 

fei' CURRICULUM 

Copyright Notice 

A number of pages in this book are worksheets. 

The publisher licenses the individual teacher 

who purchased this book to photocopy these 

pages to hand out to students in their own 

classes. 

Except as allowed under the Copyright Act 1968, 

any other use (including digital and on line uses 

and the creation of overhead transparencies 

or posters) or any use by or for other people 

(including by or for other teachers, students or 

institutions) is prohibited. If you want a licence 

to do anything outside the scope of the BLM 

licence above, please contact the Publisher. 

This information is provided to clarify the limits 

of this licence and its interaction with the 

Copyright Act. 

For your added protection in the case of 

copyright inspection, please complete the form 

below. Retain this form, the complete original 

document and the invoice or receipt as proof 

of purchase. 

Name of Purchaser: 

Date of Purchase: 

Supplier: 

School Order# (if applicable): 

Signature of Purchaser: 



Display Copy 

Internet websites 

In some instances, websites or specific URLs may be recommended. While these are checked and rechecked at the time of 

publication, the publisher has no control over any subsequent changes which may be madetowebpages. ltis stronglyrecommended 

that the class teacher checks all UR Ls before allowing students to access them. 

View all pages online 

PO Box 332 Greenwood Western Australia 6924 

Website: www.ricpublications.com.au 

Email: mail@ricpublications.com.au 

R.I.C. PUBLICATIONS 

YOUR PARTNER IN EDUCATION 

AUSTRALIAN 

PRIMARY PUBLISHER 

OF THE YEAR 

2015 & 2016

Foreword 

Australian Curriculum Science - Foundation to Year 7 is a series of books written specifically to support the national curriculum. Science 

l i teracy texts introduce concepts and are supported by practical hands-on activities, predominantly experiments. 

All Science Understanding and Science as a Human Endeavour substrands for each level are included. Science Inquiry Skills and overarching ideas 

underpin all topics. 

Titles in this series are: 

Australian Curriculum Science - Foundation 

Australian Curriculum Science - Year 1 







Contents 

Teachers notes ................................................................. iv - vi What are these clothes good for? ..................................... 42-44 

Scope and Sequence ............................................................... vii Red Riding Hood's cape ......................................................... 45 

Report format ........................................................................ viii Earth and space sciences .............................................. 46-65 

Experiment format .................................................................. ix What is weather? .............................................................. 46-48 

Biological sciences ......................................................... 2-29 What can the wind do? ........................................................... .49 

What are my needs? ............................................................ 2-4 When does the weather change? ...................................... 50-52 

Who needs what? ...................................................................... 5 Eyes on the weather ................................................................ 5 3 

Can animals be different? .................................................... 6-8 How does the weather affect us? ....................................... 54-56 

Creative circle creatures .......................................................... 9 What can we do in this weather? ............................................. 57 

What do animals need? ................................................... 10--12 What do plants and animals do in different seasons? ........ 58-60 

My model pet home .............................................................. 13 Long-necked turtle's seasons .................................................. 61 

Do all animals have the same needs? .............................. 14-16 What is the story of Wuriunpranilli? .................................. 62-64 

What food will snails eat? ...................................................... 17 Wur i unpranilli colouring ........................................................ 65 

What is a plant? .............................................................. 18-20 Physical sciences ........................................................... 66-81 

Plants around me .................................................................. 21 How does it move? ............................................................ 66-68 

What do plants need? ..................................................... 22-24 Objects and how they move ..................................................... 69 

Make a grass-head! ................................................................ 25 

Can balls move differently? ............................................... 70--72 

What is it? ........................................................................ 26-28 Bouncing balls ....................................................................... 73 

Sensational snack! .................................................................. 29 How can people move? ..................................................... 74-76 

Chemical sciences ........................................................ 30-45 Different people .................................................................... 77 

How can objects be sorted? ............................................ 30--32 How do animals move? ..................................................... 78-80 

Sorting objects ..................................................................... .33 Make a moving animal ........................................................... 81 

What can it do? ............................................................... 34-36 

Objects and materials table ................................................... 37 

What is this building made from? .................................... 38-40 

Gingerbread house ................................................................ 41 

R.I.C. Publications ® www.ricpublications.com.au m 



Display Copy 

AUSTRALIAN 

CURRICULUM SCIENCE (Foundation)

Teachers notes 

Each book is divided into four sections corresponding to the four substrands of the Science Understanding strand of the curriculum. Shaded tabs 

down the side of each book provide a quick and easy means to locate biological sciences, chemical sciences, Earth and space sciences or physical 

sciences substrands. 

Science as a Human Endeavour units or questions, as set out in the Australian Curriculum, are included in all substrands. 

Science Inquiry Skills are included in all units. The skills utilised are listed on each teachers page. 

The six overarching ideas (Patterns, order and organisation; Form and function; Stability and change; Scale and measurement; Matter and energy; 

and Systems) underpin each science literacy text page and are included as much as possible throughout the comprehension pages. 

Each substrand is divided into a number of four-page units, each covering a particular aspect and following a consistent format. 

The four-page format of each unit consists of: 

• a teachers page 

• student page 1, which is a science literacy text about the concept with relevant diagrams or artwork 

• student page 2, which includes comprehension questions about the literacy text 

• student page 3, which involves a hands-on activity such as an experiment. 

FOUR-PAGE FORMAT 

Teachers page 

The first page in each four-page format is a teachers page which provides the following infor m ation: 

• A shaded tab gives the 

Science Understanding 

substrand. 

• The title of the four-page 

un i t is given. 

• The content focus (the 

particular aspect of the un i t 

covered in that set of four 

pages) is given. 

• The inquiry skills covered 

w i thin the four pages is set out. 

• The lessons provides 

information relating to 

implementing the lessons on 

the following student pages. 

--- 

• 

which includes additional 

information for teacher and 

student use and useful websites 

relating to the topic of the 

section, expands on the un i t. 

Do all animals have the same needs? 

"""""""' 

Contn.t focw: Animllli in dif!nmt lli!mlioos !me 

Inqmy skiUs: QuestiomD!! nd pnmdioi; 

Pl:mniD!anclnnhiaiog 

ProcewD.gaoddmmd 

""""""" 

Comtm.lliatillg 

• Dlscussbow alslndillcrcntsltuallonscan ba-.e11fcrentnccds. 

Readhgel withthe students aodask them to!El)IOIIIIOOleof 

thcdilfcrenl and shcllCn,mdspact-rtqW'CIUIS,aoiJllal 

canh=.As them todescribe theneedsofDfpel5dieymay 

aodcompare osenccds.Thestlldentscolout:iecdslndilfcrent 

colours-. foodnecdsinbrownmcllheshelterlllBlsingreen- 

BackgrOUnd information, ---+--- :.., = =:.. = .··"""'"""""""'"'""=""""'' 

•Theaimoflheool7isfurlhetimfflt5to predict, 

Ihm observe 111d reoonl "'11.di foods snails ea t. hper Is a good 

itemto test bmiuRthesllldentmiglttnotguesscorrectlythatfilllil.s 

will e.ilpaper. Thesoahan bekep t inatt,rrarlum,aquarium,or 

largepla sticC011.taint't.Thetop!UOuldbeserurelycoverfdwilha 

breathable001lerla(IIWlasmalerialorrqionslocking) 

Itmightbeadvisiliiollkeapiclureofthefoo


FOUR-PAGE FORMAT (continued) 

Student page 1 

The second page in the four-page format is a science literacy text which introduces the topic. This page provides the following infonnation: 

• A shaded tab down the side gives the Science 

Understanding substrand. 

---+,•Do all animals have the same needs? - I 

• The title of the unit is given. This is in the fonn of 

a question to incorporate science inquiry skills and 

overarching ideas. 

• The science literacy text is provided. 

• Relevant diagrams or artwork enhance the text, 

or are used to assist student understanding of the 

concepts. 


inaeeta, bird• and 

mice to eat 

P\1 

 

water to drink to eat 

Goldfish need: 

ruins and insects 

a coop or shed 

for sheller 

fish food to eat 

....,, 

The second student page consists of a series of questions or activities relating to the literacy text. They aim to gauge student understanding of the 

concepts presented in the text. Many of these questions relate to overarching ideas relevant to that age level as stated in the Australian Curriculum 

Science. 

Do all animals have the same needs? - 2 .. o---+--- 

1. Do fish and kongoroos need the some food? ( yes I no ) 

2. a need for each an ima l. 

: 

--f¼---- 

• The title, which is the same as the text page, is given. 

• A shaded tab gives the Science Understanding substrand. 



Display Copy 

3. rz1 a need these two animals share. 

al 

lf. and sort thea-n -im-a -ls -. ------ 

other animals 

(meat) to eat 

water to live in 

lots of space 

• Questions or activities follow. These relate to the text on 

the previous page . 

• ,21_.,._ :;t _i fitJ 1 ••({]ll_i 

R.I.C. Publications ® 

www.ricpublications.com.au 

- 

AUSTRALIAN CURRICULUM SCIENCE (Foundation)


FOUR-PAGE FORMAT (continued) 


The third student page provides a hands-on activ i ty. It may be an experiment, art or craft activity, research activity or similar. 

• A shaded tab gives the Science Understanding ---' 

subst r and. 

• The title is given. This will be different from the 

previous two pages, but will be a related to the 

concept focus of the unit. 

• An adapted procedure for an experiment, craft 

activity or a research activity is given. 

Science as a Human Endeavour units 

-----+- 

What food will snails eat? f;\ ;fiij ')flt 

1 

,11;,E,,..,J:±t" . 

Materials: 

• snails • large containers (with a cover) • five food items 

(e.g. choose five from lettuce. apple, sliced meat, paper. 

leaves, flour, sticky tape) .: 

Steps: Will the Did the 

 

Foods in the box snails eat snails eat 

 

l. or "J '>' it?(guess)it? 

ra 

the foods you put 

in the box. 

2. Put a V for the 

foods you think 

the snails will 

eat and an tc for 

those you think 

they won't. 

3. Put the snails 

in the box. After 

a few hours, 

to see 

which foods the 

snails ate. 

4. Finish the chart 

with a V if the 

snails ate the 

food or a X if 

they didn't. 

5.about wh 

experiment. 

Those four-page units which are related specifically to Science as a Human Endeavour subst r ands are indicated by the icon shown. 



Display Copy 

I 

AUSTRALIAN CURRICULUM SCIENCE (Foundation) 

m 

www.ncpublications.com.au 

R.I.C. Publications ®

(UDllePUDD:I) :l:JN:11:JS Wn1n:JIHHn:J NYllltlllSnV m 

nl!"WOJ'SUO!IBO!IQndo!J"MMM ,.sUO!IBO!IQnd ":JTII 

Physical sciences I 

tltl t 

- ..__, u., 

"' 

Earth and space 

sciences 

°' V, V, V, 

.., 

- V, ..__, 

Chemical sciences Biological sciences 

f .,_ u., ! .., r t ¥ 1 

u., 

t 

u., 

'r °' .., 

.k ! .., 

I I I 

V, V, ""' ""' .., .., .., - - V, 

u., "' - V, u., "' - V, 

I t 'r .., 

..__, 

-.J 

u., 

I 



Display Copy 

, I, I, I, I 

,1,1 

, I, I, I, I 

Living things have basic 

Report format 

------------- 

Title 

Classification 

What is it? 

Description 



Display Copy 

Conclusion 

What I think about it 


m 



Exeriment format 

------------ ----------------- 

Title 

Goal 

Materials 

Steps 

Results 



Display Copy 

Conclusion 


AUSTRALIAN 


Content focus: 

Inquiry skills: 

Background information 

How does it move? 

Objects move in different ways; objects 

have different shapes; objects move 

in different ways depending on their 

shape 

Questioning and predicting 

Planning and conducting 

Processing and analysing data and 

information 

Communicating 

• This set of pages introduces motion and simple forces. 

• A force is an influence which produces motion or change of motion 

of an object. A force can be things such as a push, pull or twist etc. 

• Forces can be big, such as the pull of a star on a planet, or very small, 

such as the pull of a nucleus on an electron. Forces act everywhere 

in the universe at all times. 

• Visit

How does it move? - I 

-------------------------- ------------------------------- 

Objects move when they ... 

------------------------------- ------------------------------- 

-------------------------------+------------------------------- 

are rolled. 

are blown. 

------------------------------- + ------------------------------- 

slide. 



Display Copy 

fly. 

-------------------------------+ ------------------------------- 

spin. 

turn. 


AUSTRALIAN 


How does it move? - 2 

I. r;£J a line to match the objects to the correct shape. 

2. V the objects that will roll. • the ones that will not. 

Guess first then check. V your guess if it was correct. 

Object Guess Check 



Display Copy

Objects and how they move 

II the box that tells how it can be moved. 

push pull blow hit 



Display Copy 


AUSTRALIAN 


Can balls move differently? 

Content focus: Round objects such as balls roll and 

bounce well; some bounce higher or 

better than others 

Inquiry skills: Questioning and predicting 



information 

Communicating 


• Galileo Galilei was a famous Italian scientist who is reported to 

have dropped two different weights from the Leaning Tower of 

Pisa, showing that they landed at the same time. He also conducted 

experiments about objects in motion. He used an inclined board 

w i th a groove cut into the centre of it to roll brass balls down. He 

timed their descent using a water clock and compared the time to 

the distance travelled. He concluded that the distance travelled is 

proportional to the square of the time. If the distance was doubled, 

the ball would travel four times as far. This was because the ball was 

being constantly accelerated by gravity. 

Preparation 

• Read stories such as Three bouncing balls (Scholastic) or Stop that 

ball by Mike McClintock to introduce the topic. 

• In the playground, hold bouncing ball races over a short distance, 

w i th the students being the bouncing balls. 

• Let the students feel and bounce real balls of different sizes and 

shapes. Some examples of different balls may be obtained from the 

primary sports storeroom at the school. 

The lessons 

• On Page 71, the students are familiarising themselves with different 

types of balls as well as learning that balls are round and round 

things roll well. Some students may only be familiar with a few of 

them. 

• Page 72 involves an experiment. Teachers will need to obtain a long 

skipping rope ( or similar item) to mark the starting position, balls of 

different weights and sizes, simple flag markers (made by inserting 

a bamboo skewer through a triangle of coloured cardboard), and 

a flat area to roll the balls. Lay the skipping rope on the ground 

to mark the starting point. Choose two students to stand behind 

the rope. Select two balls of very different weights and sizes such 

as those on the worksheet. Each student will roll a ball. Have the 

students stand behind the rope and roll their ball as hard as they 

can. Then mark where each ball comes to rest with a flag marker. 

Record on the worksheet by drawing. The students may use a book 

or hard sheet of cardboard to rest their worksheet on while drawing 

answers. Alternatively, the sheet may be enlarged and completed as 

a class. Inside, the students can complete the 'Extra' activities. Have 

the students talk about the activity. Was it fun? Easy? Hard? 

• Before commencing the activity on Page 73, have the students look 

at the different balls and predict (guess) which one will bounce 

the highest. Check predictions after the activity. To complete the 

activity, a ruler or growth chart will need to be taped to a wall near 

a smooth floor. Select a student to bounce each ball as hard as 

possible. (Demonstrate first.) An adult will need to use a marker to 

indicate how high each ball bounces on the ruler or growth chart. 

This number will be the one that the students copy and write on their 

recording sheet. If possible, simplify the numbers by having large 

distances between 1 and 10, rather than actual centimetre heights. 

Later, these results could be recorded on a simple pictograph. Have 

the students talk about the activity. Was it fun? Easy? Hard? 

• Discuss other activities which could be carried out using the balls. 

Balls may be sorted and placed in order of size, how fast or slow 

each travels, the bounciest, heaviest etc. 

Answers 

Pages 71-73 

Teacher check 

Additional activities 

• Select a particular type of ball (such as a heavy cricket ball). Find 

a length of wood to use as a ramp (inclined plane). If possible, use 

woodwork glue to glue two lengths of rope or strong twine down 

the wood to create guides for the ball to travel down without rolling 

off the ramp. Roll the ball down the ramp, varying the heights of the 

ramp. As a class, make conclusions such as 'The higher the ramp, 

the quicker the ball runs down'. Repeat using other balls, and if 

desired carry out ball races to see which type of ball rolls fastest or 

slowest down the ramp. 

• Using different types of balls, and throwing them down as hard as 

possible, count the number of bounces each ball does. Which ball 

bounces the most? Predict (guess) first before doing the activity then 

check predictions. Were the predictions correct? 

• Play familiar games such as 'Catch' using different balls. Then decide 

which balls were the easiest to use and why. 



Display Copy 

• Label large coloured pictures of different balls with words such as 

'fast', 'slow', 'light', 'heavy' etc. 


m 



Can balls move differently? - I 

Round objects roll well. Balls are round. 

There are many different types of balls. 

I. II the balls you know. 

2. your favourite 

type of ba 11. 

3. lour it your 

favourite colour. 



Display Copy 


AUSTRALIAN 


Can balls move differently? - 2 

Roll two balls of different weights or sizes. 

Results: 

r;;£J the ball that rolled further. 

Extra: 

• Colour the 

heavier ball in 

each pair. 

• Tick the bigger 

ball in each 

pair or write 

'same' if they 

are the same 

size. 



Display Copy 

AUSTRALIAN CURRICULUM SCIENCE (foundation) 

m 


• Circle the 

pair of balls 

that have 

two different 

shapes. 


Bouncing balls 

I. Drop a ball from a given height. 

 

2. a number to tell how high it bounced. 

 



Display Copy 

6 

s 

4 

3 

0 


AUSTRALIAN 


How can people move? 

Content focus: People move in many different ways; 

the ways people move depend on their 

shape and size and what activity they 

are doing 

Inquiry skills: Planning and conducting 


information 

Communicating 


• This set of pages relates to movement as a physical science rather 

than human movement as a part of biological sciences. The words 

'push' and 'pull' and 'energy' have been used to explain how arms 

and legs move, and how people move along the ground or in the 

water. 

• Human beings are mammas l who walk upright on two legs (bipeds). 

Llke many other mam m als, humans can move in a number of 

different ways. Humans can run, walk, skip, jump, hop, crawl and 

im i tate the movements of other mammals. 

• This set of four pages should be supported by many activities 

• Assist the students to complete the activity on Page 76. They must cut 

out the words at the bottom of the page and paste them to complete 

sentences about themselves and a friend. Each pair of words is also 

repeated at the end of each sentence so the students know which 

pair of words they are to choose from. Have the students compare 

worksheets and 'read' or repeat the sentences to a friend to see the 

similarities and differences. Accept all answers. Some students may 

feel they are big compared to a baby brother or sister, or because 

they are growing up, or old enough to go to school. The important 

aspect is for the students to realise that some students are the same, 

some are different and they may move in the same or completely 

different ways. After completion, ask the students how easy or hard 

the activity was. This type of simple evaluation should be repeated 

often to develop the students 's skills. 

• Page 77 involves the students finding four different people in the 

classroom-different in stature and the ways they move. After 

completion, ask the students how easy or hard the activity was. If 

there is a student in the class who everyone knows is a very fast 

runner, the students may be asked to predict if that person will be 

chosen by class members. 

Answers 

involving different types of movement. Pages 7 5-77 

Preparation 

• Read the story From head to toe by Eric Carle and get the students to 

perform the animal movements with their own bodies. 

• If possible, use a growth chart to continually track the height of the 

students. Make comparisons such as 'Luke is the tallest person in the 

class', 'Janet is the smallest person in the class', 'Jack is taller than 

Bill' etc. This will make the students aware of size and shape. Height 

and length of legs is used in this set of pages as opposed to 'fat' or 

'large' to ensure sensitivity to the students's self-image. 

The lessons 

• Read and explain each group of sentences on Page 75. Look at the 

pictures and complete the following after the relevant sections: (1) 

discuss the different shapes and sizes of students; (2) discuss the 

types of nutritious food students need to move and be healthy; (3) 

select a student to show how he/she walks by moving his/her arms 

and legs in slow motion, while the others observe and imitate; ( 4) 

have the students walk, skip, jump and hop. Discuss other ways 

people can move such as crawling, swimming or galloping. Then ask 

the students to demonst r ate how to crawl and gallop. 

Teacher check 


• Play games with the students. Have them run as fast as they can in 

a straight line while you count to ten. Have each student place a 

marker to indicate the spot where he/she finished. Repeat by having 

the students jog as slowly as they can for the same time frame. Mark 

the spot again and compare the difference. Make conclusions, such 

as, 'When I run fast, I get further than when I jog slowly'. 

• Play big steps and little steps. Have the students repeat the timed 

activity above using 'dolly steps' (heel to toe small steps) and giant 

steps, then compare the distance again. Repeat using small upright 

jumps and long, low jumps etc. 

• Use a whistle to direct different movements in a given area of the 

playground. On the word 'Go!', the students begin to run around 

and when the whistle blows, change their movement to jumping/ 

hopping/skipping or such as directed by the teacher. 



Display Copy 

• Ask the students to use coloured geometric shapes to create images 

of themselves. They should think about the shape of their body, legs, 

head etc. 


m 



How can people move? - I 

People are different shapes and sizes. 

People need energy to move. 

People get energy from the food 

they eat. 

People need to push or pull with their 

legs or arms to move. 



Display Copy 

People can run, walk, skip, jump or hop. 

People can move fast or slowly. 


AUSTRALIAN 


How can people move? - 2 

I. about yourself. 

[SJ out and words from the bottom. 

Iam[ __ J big small 

I run [ _______ } fast slowly 

2. about a friend. 

lSJ out and words from the bottom. 

My friend is [ _______]. big small 

My friend runs [________]. fast slowly 

3. Some people are the same. 

4. Some people are different. 



Display Copy 

, - - - - - - - - - - - - - - ,, - - - - - - - - - - - - - - ', - - - - - - - - - - - - - - ', - - - - - - - - - - - - - - ' 

I I I I I 

I I I I I 

big : small : fast : slowly 

I I I 

I I I 

-------------- -------------- -------------- -------------- 

,' .,, 

,, 

, 

', 

' , 

', 

' 

' 

, 

I I I I I 

I I I I I 

: big : small : fast : slowly 

I I I I 

I I I I 

' - - - - - - - - - - - - - - ,, - - - - - - - - - - - - - - , ' - - - - - - - - - - - - - - , ' - - - - - - - - - - - - - - , 


m 



Different people 

Find and a person in your class. 

a big person who runs fast 

a big person who runs 

slowly 

a little person who runs fast 



Display Copy 

a little person who 

runs slowly 


AUSTRALIAN 


How do animals move? 

Content focus: Animals are different sizes and shapes; 

animals move in different ways; the way 

animals move depends on their size 

and shape 

Inquiry skills: Questioning and predicting 



information 

Communicating 


• This set of pages relates to movement as a physical science rather 

than animal movement as a part of biological sciences. 

• The ability of animals to move from one location to another is called 

locomotion. Animal movements are dependent on their habitat, 

how they need to obtain food or reproduce, and how they protect 

themselves. To move, animals need energy to overcome friction, 

drag, inertia and gravity. An animal at rest must push something 

backwards in order to move forwards-land animals push the 

ground; swimming animals push water; and flying animals push 

against the air. 

• Animals such as snakes or earthworms move by changing the shape 

of their bodies to get across the ground or through soil or water. 

• Visit 

Preparation 

• Read stories such as Pretend you're a cat by Jean Marzollo and Jerry 

Pinkney and do actions to verses of familiar songs, such as, 'This is 

the way we crawl like a ... ', 'This is the way we fly like a bat ... ' etc. 

The lessons 

• Enlarge Page 79 to A3 size. View instructions for making the 

book at (Step 1 has been eliminated 

as cutting and folding lines are given on the worksheet.) Read 

and discuss the concepts on the pages. Ask the students to give 

examples of other animals for each page. The students should 

role-play the actions of the animals mentioned on each page. The 

students should state the manner in which each animal depicted 

moves. 

• Page 80 involves classifying animals by their movement. Most of the 

classifications have details to identify specific animals. Three animals 

have been chosen for each of the six categories. The students may 

place the horse in the category of animals that have strong legs and 

run. This is acceptable as long as they can justify their choice. The 

headings of the boxes may be written on six large sheets of cardboard 

for the students to draw or cut out pictures of animals for each 

category. For best results, enlarge to A3 size. Before the students view 

the pictures of the animals at the bottom of the page, tell them the 

categories and have the students guess (predict) which pictures may 

be on the worksheet for them to cut and paste into each category. 

• Enlarge Page 81 to A3 size and photocopy onto cardboard. The 

students colour and cut out the pieces. The teacher or an adult 

helper punches a hole in the body and circular legs indicated by 

the cross. Join circular legs to body at holes with a split pin. Tum 

circle to make legs move backwards or forwards. If desired, attach 

a firm strip of cardboard to the body as a handle so the student has 

to provide the energy to make the cow move. Read Cows can't fly 

by David Milligan. 

Answers 

Pages 79-81 

Teacher check 


• Play 'Duck, duck, goose .. .' using other animals. For example, 'Bat, 

bat, bird', 'Fish, fish, dolphin'. These can be the names of animals 

who all move in the same manner, or the names of two animals that 

move in the same way and one animal that moves differently; for 

example, 'Snake, snake, horse'. Ask the students to help select the 

animal names. 

• Sort animals by habitats-air, land or water. Ask: 'Does habitat 

decide how an animal moves?' For example, 'Can an animal who 

lives in the water move around by running or digging?' 

• Look at many different pictures or photographs of animals moving 

and ask the students to give a 'doing' word (verb) such as fly, jump, 

etc. which tells how the animal is moving. 

• Select students to role-play the movements of different animals for 

the other students to guess the animal. 

• Give each student a coloured feather from a collection to dance or 

'fly' with. Put on some 'airy' music and ask the students to keep their 

feather 'flying' in the air by blowing. 

• Make craft animals that movbirds that flap their wings and fly, 

fan-folded worms and caterpillars that wiggle, and other animals 

joined using split pins. Attach string to some so the students have to 

provide the energy to make them move. 



Display Copy 

• Teach the students the poemjump or jiggle by Evelyn Beyer. 


m 



E) 


Cl) 

> "- 

0 => . 

E cE O') 

Cl) 

- 

C 

0 (/) Cl) 

(.) C> C 

Cl) 

(/) 

0 

"- 

0 0 

E 0 (/) 

+- 

Cl) 

a. 

O') 

C 

0 Cl) 

"C Cl) 

C ..C 

0 (/) 

(I) 0 0 

C> E E 

Cl) ·- 

§ E 

Cl) 

..c '+-- 

Cl) 

0 £ 

(D 

:::::J 

)> 

:::::J 

(D -· 

"'"' 

co 3 

'< C 

-+ en 

0 :::::J 

3 (D 

(D 

0 

< a. 

(D 

0 0 )> 

g_ 3 

:::::J 

3 " 

-+ 0 

::::,- < C - 

--+, -+ 

co co en 

'< --+, (Q 

co a co 

C 

:-+ (D 

c' )> 

en -+ 

3 

Q Q 

en en 

0 C') 

g 

'< 

3 -+ 

-+ :::::J 

::::,- (D 

(D "'"' 



Display Copy 

AUSTRALIAN 

3 

0 

< 

(D 

(Q 

'< 


- 

"' 

How do animals move? - 2 

out and the pictures in the correct boxes. 

Animals with big feet and 

strong legs that hop. 

Animals with strong legs 

that run. 

Animals that have wings 

and fly. 

Animals with webbed feet, 

fins and flippers that swim. 

Animals that have many 

feet or use their bodies to 

crawl. 

Animals that walk, run and 

Jump. 



Display Copy 

''®'!f!''·· 

r----------T __________ T __________ T __________ T __________ T __________ , 

I • I I I I . .•• '- I 

II 

'••• 

 

-··· < 

: : : : 

/ : 

I I I I I I I 

I I • I 

= 

I I ';, I ., I 

I I I .-,.-. I I - . I I 

I I I l I . 

I I 

I I I I I ' I I 

 

-- - - - - - - - - 

- - -- - - - - - - 

:- -- - - - - - - - - - - - - - - 

- - -- - - - - - 

- -- - - - - - - - 

l 

I 

I 

'"" 

- I 

- l 

 

 

 

 

- -*-- - - - - - - - - - - - - - - - - - - - - - - - - - -....- 

-. -;- - - - - - - - - - - - - - - - - - - - - - - 

L------------------------------------------------------------ J 

I 

I 

1 

I I • . I ..___ I ' .- I I I 

, 

I I I I I I , I 

I I I I I I I 


m 

www.ncpublications.com.au R.I.C. Publications ®

Make a moving animal 

 

, out and join with a split pin. 

I 

I 

I 

I 

I 

I 

I 

I 

/ 

/ 

; 

/ 

/ 

I 

--- 

"" 

- --- --- - -- -- .; 

----- .; 

I 

I 

, 

I 

I 

I 

-- ----------- 

; .; -...... 

, ... 

,,.________--- 

--- ----------- ... 

"" 

, , ... 

"" 

... ' 

' 

; ' 

/ ' 

/ ' 

/ ' 

I \ 

\ 



Display Copy 

.; 

' ' 

\ 

\ 

I 

/ 

® 


\ 

\ 

\ 

\ 

\ 

\ 

' ' ' ' ' ... ... ... 

AUSTRALIAN 

/ 

, , "" "" ; 

-- - - - -- -- .; 

/ 

/ 

I 

I 

I

20024 AC Science Foundation Physical sciences

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?