20024 AC Science Foundation Physical sciences
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Your partner in education<br />
FOUNDATION<br />
<strong>Physical</strong> <strong>sciences</strong><br />
YEAR 1<br />
SCIENCE<br />
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Australian Primary Publisher<br />
of the Year 2015 and 2016
Australian Curriculum <strong>Science</strong> (<strong>Foundation</strong>)<br />
Published by R.I.C. Publications ® 2011<br />
Copyright© R.I.C. Publications ® 2011<br />
Revised 2017<br />
RIC-<strong>20024</strong><br />
Titles in this series:<br />
Australian Curriculum <strong>Science</strong> (<strong>Foundation</strong>)<br />
Australian Curriculum <strong>Science</strong> (Year 1)<br />
Australian Curriculum <strong>Science</strong> (Year 2)<br />
Australian Curriculum <strong>Science</strong> (Year 3)<br />
Australian Curriculum <strong>Science</strong> (Year 4)<br />
Australian Curriculum <strong>Science</strong> (Year 5)<br />
Australian Curriculum <strong>Science</strong> (Year 6)<br />
Australian Curriculum <strong>Science</strong> (Year 7)<br />
All material identified by O is material subject to copyright<br />
under the Copyright Act 1968 (Cth) and is owned by the Australian<br />
Curriculum, Assessment and Reporting Authority 2017.<br />
For all Australian Curriculum material except elaborations: This is<br />
an extract from the Australian Curriculum.<br />
Elaborations: This may be a modified extract from the Australian<br />
Curriculum and may include the work of other authors.<br />
Disclaimer: <strong>AC</strong>ARA neither endorses nor verifies the accuracy of the<br />
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In particular, <strong>AC</strong>ARA does not endorse or verify that<br />
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used;and<br />
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descriptions for the relevant year and subject.<br />
You can find the unaltered and most up to date version of this<br />
material at http://www.australiancurriculum.edu.au/<br />
This material is reproduced with the permission of <strong>AC</strong>ARA.<br />
Ce. I Australian<br />
fei' CURRICULUM<br />
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AUSTRALIAN<br />
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OF THE YEAR<br />
2015 & 2016
Foreword<br />
Australian Curriculum <strong>Science</strong> - <strong>Foundation</strong> to Year 7 is a series of books written specifically to support the national curriculum. <strong>Science</strong><br />
l i teracy texts introduce concepts and are supported by practical hands-on activities, predominantly experiments.<br />
All <strong>Science</strong> Understanding and <strong>Science</strong> as a Human Endeavour substrands for each level are included. <strong>Science</strong> Inquiry Skills and overarching ideas<br />
underpin all topics.<br />
Titles in this series are:<br />
Australian Curriculum <strong>Science</strong> - <strong>Foundation</strong><br />
Australian Curriculum <strong>Science</strong> - Year 1<br />
Australian Curriculum <strong>Science</strong> - Year 2<br />
Australian Curriculum <strong>Science</strong> - Year 3<br />
Australian Curriculum <strong>Science</strong> - Year 4<br />
Australian Curriculum <strong>Science</strong> - Year 5<br />
Australian Curriculum <strong>Science</strong> - Year 6<br />
Australian Curriculum <strong>Science</strong> - Year 7<br />
Contents<br />
Teachers notes ................................................................. iv - vi What are these clothes good for? ..................................... 42-44<br />
Scope and Sequence ............................................................... vii Red Riding Hood's cape ......................................................... 45<br />
Report format ........................................................................ viii Earth and space <strong>sciences</strong> .............................................. 46-65<br />
Experiment format .................................................................. ix What is weather? .............................................................. 46-48<br />
Biological <strong>sciences</strong> ......................................................... 2-29 What can the wind do? ........................................................... .49<br />
What are my needs? ............................................................ 2-4 When does the weather change? ...................................... 50-52<br />
Who needs what? ...................................................................... 5 Eyes on the weather ................................................................ 5 3<br />
Can animals be different? .................................................... 6-8 How does the weather affect us? ....................................... 54-56<br />
Creative circle creatures .......................................................... 9 What can we do in this weather? ............................................. 57<br />
What do animals need? ................................................... 10--12 What do plants and animals do in different seasons? ........ 58-60<br />
My model pet home .............................................................. 13 Long-necked turtle's seasons .................................................. 61<br />
Do all animals have the same needs? .............................. 14-16 What is the story of Wuriunpranilli? .................................. 62-64<br />
What food will snails eat? ...................................................... 17 Wur i unpranilli colouring ........................................................ 65<br />
What is a plant? .............................................................. 18-20 <strong>Physical</strong> <strong>sciences</strong> ........................................................... 66-81<br />
Plants around me .................................................................. 21 How does it move? ............................................................ 66-68<br />
What do plants need? ..................................................... 22-24 Objects and how they move ..................................................... 69<br />
Make a grass-head! ................................................................ 25<br />
Can balls move differently? ............................................... 70--72<br />
What is it? ........................................................................ 26-28 Bouncing balls ....................................................................... 73<br />
Sensational snack! .................................................................. 29 How can people move? ..................................................... 74-76<br />
Chemical <strong>sciences</strong> ........................................................ 30-45 Different people .................................................................... 77<br />
How can objects be sorted? ............................................ 30--32 How do animals move? ..................................................... 78-80<br />
Sorting objects ..................................................................... .33 Make a moving animal ........................................................... 81<br />
What can it do? ............................................................... 34-36<br />
Objects and materials table ................................................... 37<br />
What is this building made from? .................................... 38-40<br />
Gingerbread house ................................................................ 41<br />
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Teachers notes<br />
Each book is divided into four sections corresponding to the four substrands of the <strong>Science</strong> Understanding strand of the curriculum. Shaded tabs<br />
down the side of each book provide a quick and easy means to locate biological <strong>sciences</strong>, chemical <strong>sciences</strong>, Earth and space <strong>sciences</strong> or physical<br />
<strong>sciences</strong> substrands.<br />
<strong>Science</strong> as a Human Endeavour units or questions, as set out in the Australian Curriculum, are included in all substrands.<br />
<strong>Science</strong> Inquiry Skills are included in all units. The skills utilised are listed on each teachers page.<br />
The six overarching ideas (Patterns, order and organisation; Form and function; Stability and change; Scale and measurement; Matter and energy;<br />
and Systems) underpin each science literacy text page and are included as much as possible throughout the comprehension pages.<br />
Each substrand is divided into a number of four-page units, each covering a particular aspect and following a consistent format.<br />
The four-page format of each unit consists of:<br />
• a teachers page<br />
• student page 1, which is a science literacy text about the concept with relevant diagrams or artwork<br />
• student page 2, which includes comprehension questions about the literacy text<br />
• student page 3, which involves a hands-on activity such as an experiment.<br />
FOUR-PAGE FORMAT<br />
Teachers page<br />
The first page in each four-page format is a teachers page which provides the following infor m ation:<br />
• A shaded tab gives the<br />
<strong>Science</strong> Understanding<br />
substrand.<br />
• The title of the four-page<br />
un i t is given.<br />
• The content focus (the<br />
particular aspect of the un i t<br />
covered in that set of four<br />
pages) is given.<br />
• The inquiry skills covered<br />
w i thin the four pages is set out.<br />
• The lessons provides<br />
information relating to<br />
implementing the lessons on<br />
the following student pages.<br />
---<br />
•<br />
which includes additional<br />
information for teacher and<br />
student use and useful websites<br />
relating to the topic of the<br />
section, expands on the un i t.<br />
Do all animals have the same needs?<br />
"""""""'<br />
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aodcompare osenccds.Thestlldentscolout:iecdslndilfcrent<br />
colours-. foodnecdsinbrownmcllheshelterlllBlsingreen-<br />
BackgrOUnd information, ---+--- :.., = =:.. = .··"""'"""""""'"'""=""""''<br />
•Theaimoflheool7isfurlhetimfflt5to predict,<br />
Ihm observe 111d reoonl "'11.di foods snails ea t. hper Is a good<br />
itemto test bmiuRthesllldentmiglttnotguesscorrectlythatfilllil.s<br />
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Teachers notes<br />
FOUR-PAGE FORMAT (continued)<br />
Student page 1<br />
The second page in the four-page format is a science literacy text which introduces the topic. This page provides the following infonnation:<br />
• A shaded tab down the side gives the <strong>Science</strong><br />
Understanding substrand.<br />
---+,•Do all animals have the same needs? - I<br />
• The title of the unit is given. This is in the fonn of<br />
a question to incorporate science inquiry skills and<br />
overarching ideas.<br />
• The science literacy text is provided.<br />
• Relevant diagrams or artwork enhance the text,<br />
or are used to assist student understanding of the<br />
concepts.<br />
Student page 2<br />
inaeeta, bird• and<br />
mice to eat<br />
P\1<br />
<br />
water to drink to eat<br />
Goldfish need:<br />
ruins and insects<br />
a coop or shed<br />
for sheller<br />
fish food to eat<br />
....,,<br />
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<br />
concepts presented in the text. Many of these questions relate to overarching ideas relevant to that age level as stated in the Australian Curriculum<br />
<strong>Science</strong>.<br />
Do all animals have the same needs? - 2 .. o---+---<br />
1. Do fish and kongoroos need the some food? ( yes I no )<br />
2. a need for each an ima l.<br />
:<br />
--f¼----<br />
• The title, which is the same as the text page, is given.<br />
• A shaded tab gives the <strong>Science</strong> Understanding substrand.<br />
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3. rz1 a need these two animals share.<br />
al<br />
lf. and sort thea-n -im-a -ls -. ------<br />
other animals<br />
(meat) to eat<br />
water to live in<br />
lots of space<br />
• Questions or activities follow. These relate to the text on<br />
the previous page .<br />
• ,21_.,._ :;t _i fitJ 1 ••({]ll_i<br />
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AUSTRALIAN CURRICULUM SCIENCE (<strong>Foundation</strong>)
Teachers notes<br />
FOUR-PAGE FORMAT (continued)<br />
Student page 3<br />
The third student page provides a hands-on activ i ty. It may be an experiment, art or craft activity, research activity or similar.<br />
• A shaded tab gives the <strong>Science</strong> Understanding ---'<br />
subst r and.<br />
• The title is given. This will be different from the<br />
previous two pages, but will be a related to the<br />
concept focus of the unit.<br />
• An adapted procedure for an experiment, craft<br />
activity or a research activity is given.<br />
<strong>Science</strong> as a Human Endeavour units<br />
-----+-<br />
What food will snails eat? f;\ ;fiij ')flt<br />
1<br />
,11;,E,,..,J:±t" .<br />
Materials:<br />
• snails • large containers (with a cover) • five food items<br />
(e.g. choose five from lettuce. apple, sliced meat, paper.<br />
leaves, flour, sticky tape) .:<br />
Steps: Will the Did the<br />
<br />
Foods in the box snails eat snails eat<br />
<br />
l. or "J '>' it?(guess)it?<br />
ra<br />
the foods you put<br />
in the box.<br />
2. Put a V for the<br />
foods you think<br />
the snails will<br />
eat and an tc for<br />
those you think<br />
they won't.<br />
3. Put the snails<br />
in the box. After<br />
a few hours,<br />
to see<br />
which foods the<br />
snails ate.<br />
4. Finish the chart<br />
with a V if the<br />
snails ate the<br />
food or a X if<br />
they didn't.<br />
5.about wh<br />
experiment.<br />
Those four-page units which are related specifically to <strong>Science</strong> as a Human Endeavour subst r ands are indicated by the icon shown.<br />
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, I, I, I, I<br />
,1,1<br />
, I, I, I, I<br />
Living things have basic<br />
Report format<br />
-------------<br />
Title<br />
Classification<br />
What is it?<br />
Description<br />
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Conclusion<br />
What I think about it<br />
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Exeriment format<br />
------------ -----------------<br />
Title<br />
Goal<br />
Materials<br />
Steps<br />
Results<br />
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Conclusion<br />
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Content focus:<br />
Inquiry skills:<br />
Background information<br />
How does it move?<br />
Objects move in different ways; objects<br />
have different shapes; objects move<br />
in different ways depending on their<br />
shape<br />
Questioning and predicting<br />
Planning and conducting<br />
Processing and analysing data and<br />
information<br />
Communicating<br />
• This set of pages introduces motion and simple forces.<br />
• A force is an influence which produces motion or change of motion<br />
of an object. A force can be things such as a push, pull or twist etc.<br />
• Forces can be big, such as the pull of a star on a planet, or very small,<br />
such as the pull of a nucleus on an electron. Forces act everywhere<br />
in the universe at all times.<br />
• Visit
How does it move? - I<br />
-------------------------- -------------------------------<br />
Objects move when they ...<br />
------------------------------- -------------------------------<br />
-------------------------------+-------------------------------<br />
are rolled.<br />
are blown.<br />
------------------------------- + ------------------------------- <br />
slide.<br />
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fly.<br />
-------------------------------+ ------------------------------- <br />
spin.<br />
turn.<br />
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How does it move? - 2<br />
I. r;£J a line to match the objects to the correct shape.<br />
2. V the objects that will roll. • the ones that will not.<br />
Guess first then check. V your guess if it was correct.<br />
Object Guess Check<br />
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Objects and how they move<br />
II the box that tells how it can be moved.<br />
push pull blow hit<br />
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Can balls move differently?<br />
Content focus: Round objects such as balls roll and<br />
bounce well; some bounce higher or<br />
better than others<br />
Inquiry skills: Questioning and predicting<br />
Planning and conducting<br />
Processing and analysing data and<br />
information<br />
Communicating<br />
Background information<br />
• Galileo Galilei was a famous Italian scientist who is reported to<br />
have dropped two different weights from the Leaning Tower of<br />
Pisa, showing that they landed at the same time. He also conducted<br />
experiments about objects in motion. He used an inclined board<br />
w i th a groove cut into the centre of it to roll brass balls down. He<br />
timed their descent using a water clock and compared the time to<br />
the distance travelled. He concluded that the distance travelled is<br />
proportional to the square of the time. If the distance was doubled,<br />
the ball would travel four times as far. This was because the ball was<br />
being constantly accelerated by gravity.<br />
Preparation<br />
• Read stories such as Three bouncing balls (Scholastic) or Stop that<br />
ball by Mike McClintock to introduce the topic.<br />
• In the playground, hold bouncing ball races over a short distance,<br />
w i th the students being the bouncing balls.<br />
• Let the students feel and bounce real balls of different sizes and<br />
shapes. Some examples of different balls may be obtained from the<br />
primary sports storeroom at the school.<br />
The lessons<br />
• On Page 71, the students are familiarising themselves with different<br />
types of balls as well as learning that balls are round and round<br />
things roll well. Some students may only be familiar with a few of<br />
them.<br />
• Page 72 involves an experiment. Teachers will need to obtain a long<br />
skipping rope ( or similar item) to mark the starting position, balls of<br />
different weights and sizes, simple flag markers (made by inserting<br />
a bamboo skewer through a triangle of coloured cardboard), and<br />
a flat area to roll the balls. Lay the skipping rope on the ground<br />
to mark the starting point. Choose two students to stand behind<br />
the rope. Select two balls of very different weights and sizes such<br />
as those on the worksheet. Each student will roll a ball. Have the<br />
students stand behind the rope and roll their ball as hard as they<br />
can. Then mark where each ball comes to rest with a flag marker.<br />
Record on the worksheet by drawing. The students may use a book<br />
or hard sheet of cardboard to rest their worksheet on while drawing<br />
answers. Alternatively, the sheet may be enlarged and completed as<br />
a class. Inside, the students can complete the 'Extra' activities. Have<br />
the students talk about the activity. Was it fun? Easy? Hard?<br />
• Before commencing the activity on Page 73, have the students look<br />
at the different balls and predict (guess) which one will bounce<br />
the highest. Check predictions after the activity. To complete the<br />
activity, a ruler or growth chart will need to be taped to a wall near<br />
a smooth floor. Select a student to bounce each ball as hard as<br />
possible. (Demonstrate first.) An adult will need to use a marker to<br />
indicate how high each ball bounces on the ruler or growth chart.<br />
This number will be the one that the students copy and write on their<br />
recording sheet. If possible, simplify the numbers by having large<br />
distances between 1 and 10, rather than actual centimetre heights.<br />
Later, these results could be recorded on a simple pictograph. Have<br />
the students talk about the activity. Was it fun? Easy? Hard?<br />
• Discuss other activities which could be carried out using the balls.<br />
Balls may be sorted and placed in order of size, how fast or slow<br />
each travels, the bounciest, heaviest etc.<br />
Answers<br />
Pages 71-73<br />
Teacher check<br />
Additional activities<br />
• Select a particular type of ball (such as a heavy cricket ball). Find<br />
a length of wood to use as a ramp (inclined plane). If possible, use<br />
woodwork glue to glue two lengths of rope or strong twine down<br />
the wood to create guides for the ball to travel down without rolling<br />
off the ramp. Roll the ball down the ramp, varying the heights of the<br />
ramp. As a class, make conclusions such as 'The higher the ramp,<br />
the quicker the ball runs down'. Repeat using other balls, and if<br />
desired carry out ball races to see which type of ball rolls fastest or<br />
slowest down the ramp.<br />
• Using different types of balls, and throwing them down as hard as<br />
possible, count the number of bounces each ball does. Which ball<br />
bounces the most? Predict (guess) first before doing the activity then<br />
check predictions. Were the predictions correct?<br />
• Play familiar games such as 'Catch' using different balls. Then decide<br />
which balls were the easiest to use and why.<br />
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• Label large coloured pictures of different balls with words such as<br />
'fast', 'slow', 'light', 'heavy' etc.<br />
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Can balls move differently? - I<br />
Round objects roll well. Balls are round.<br />
There are many different types of balls.<br />
I. II the balls you know.<br />
2. your favourite<br />
type of ba 11.<br />
3. lour it your<br />
favourite colour.<br />
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Can balls move differently? - 2<br />
Roll two balls of different weights or sizes.<br />
Results:<br />
r;;£J the ball that rolled further.<br />
Extra:<br />
• Colour the<br />
heavier ball in<br />
each pair.<br />
• Tick the bigger<br />
ball in each<br />
pair or write<br />
'same' if they<br />
are the same<br />
size.<br />
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• Circle the<br />
pair of balls<br />
that have<br />
two different<br />
shapes.<br />
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Bouncing balls<br />
I. Drop a ball from a given height.<br />
<br />
2. a number to tell how high it bounced.<br />
<br />
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AUSTRALIAN<br />
CURRICULUM SCIENCE (<strong>Foundation</strong>)
How can people move?<br />
Content focus: People move in many different ways;<br />
the ways people move depend on their<br />
shape and size and what activity they<br />
are doing<br />
Inquiry skills: Planning and conducting<br />
Processing and analysing data and<br />
information<br />
Communicating<br />
Background information<br />
• This set of pages relates to movement as a physical science rather<br />
than human movement as a part of biological <strong>sciences</strong>. The words<br />
'push' and 'pull' and 'energy' have been used to explain how arms<br />
and legs move, and how people move along the ground or in the<br />
water.<br />
• Human beings are mammas l who walk upright on two legs (bipeds).<br />
Llke many other mam m als, humans can move in a number of<br />
different ways. Humans can run, walk, skip, jump, hop, crawl and<br />
im i tate the movements of other mammals.<br />
• This set of four pages should be supported by many activities<br />
• Assist the students to complete the activity on Page 76. They must cut<br />
out the words at the bottom of the page and paste them to complete<br />
sentences about themselves and a friend. Each pair of words is also<br />
repeated at the end of each sentence so the students know which<br />
pair of words they are to choose from. Have the students compare<br />
worksheets and 'read' or repeat the sentences to a friend to see the<br />
similarities and differences. Accept all answers. Some students may<br />
feel they are big compared to a baby brother or sister, or because<br />
they are growing up, or old enough to go to school. The important<br />
aspect is for the students to realise that some students are the same,<br />
some are different and they may move in the same or completely<br />
different ways. After completion, ask the students how easy or hard<br />
the activity was. This type of simple evaluation should be repeated<br />
often to develop the students 's skills.<br />
• Page 77 involves the students finding four different people in the<br />
classroom-different in stature and the ways they move. After<br />
completion, ask the students how easy or hard the activity was. If<br />
there is a student in the class who everyone knows is a very fast<br />
runner, the students may be asked to predict if that person will be<br />
chosen by class members.<br />
Answers<br />
involving different types of movement. Pages 7 5-77<br />
Preparation<br />
• Read the story From head to toe by Eric Carle and get the students to<br />
perform the animal movements with their own bodies.<br />
• If possible, use a growth chart to continually track the height of the<br />
students. Make comparisons such as 'Luke is the tallest person in the<br />
class', 'Janet is the smallest person in the class', 'Jack is taller than<br />
Bill' etc. This will make the students aware of size and shape. Height<br />
and length of legs is used in this set of pages as opposed to 'fat' or<br />
'large' to ensure sensitivity to the students's self-image.<br />
The lessons<br />
• Read and explain each group of sentences on Page 75. Look at the<br />
pictures and complete the following after the relevant sections: (1)<br />
discuss the different shapes and sizes of students; (2) discuss the<br />
types of nutritious food students need to move and be healthy; (3)<br />
select a student to show how he/she walks by moving his/her arms<br />
and legs in slow motion, while the others observe and imitate; ( 4)<br />
have the students walk, skip, jump and hop. Discuss other ways<br />
people can move such as crawling, swimming or galloping. Then ask<br />
the students to demonst r ate how to crawl and gallop.<br />
Teacher check<br />
Additional activities<br />
• Play games with the students. Have them run as fast as they can in<br />
a straight line while you count to ten. Have each student place a<br />
marker to indicate the spot where he/she finished. Repeat by having<br />
the students jog as slowly as they can for the same time frame. Mark<br />
the spot again and compare the difference. Make conclusions, such<br />
as, 'When I run fast, I get further than when I jog slowly'.<br />
• Play big steps and little steps. Have the students repeat the timed<br />
activity above using 'dolly steps' (heel to toe small steps) and giant<br />
steps, then compare the distance again. Repeat using small upright<br />
jumps and long, low jumps etc.<br />
• Use a whistle to direct different movements in a given area of the<br />
playground. On the word 'Go!', the students begin to run around<br />
and when the whistle blows, change their movement to jumping/<br />
hopping/skipping or such as directed by the teacher.<br />
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• Ask the students to use coloured geometric shapes to create images<br />
of themselves. They should think about the shape of their body, legs,<br />
head etc.<br />
AUSTRALIAN CURRICULUM SCIENCE (<strong>Foundation</strong>)<br />
m<br />
www.ncpublications.com.au<br />
R.I.C. Publications ®
How can people move? - I<br />
People are different shapes and sizes.<br />
People need energy to move.<br />
People get energy from the food<br />
they eat.<br />
People need to push or pull with their<br />
legs or arms to move.<br />
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People can run, walk, skip, jump or hop.<br />
People can move fast or slowly.<br />
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AUSTRALIAN<br />
CURRICULUM SCIENCE (<strong>Foundation</strong>)
How can people move? - 2<br />
I. about yourself.<br />
[SJ out and words from the bottom.<br />
Iam[ __ J big small<br />
I run [ _______ } fast slowly<br />
2. about a friend.<br />
lSJ out and words from the bottom.<br />
My friend is [ _______]. big small<br />
My friend runs [________]. fast slowly<br />
3. Some people are the same.<br />
4. Some people are different.<br />
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AUSTRALIAN CURRICULUM SCIENCE (<strong>Foundation</strong>)<br />
m<br />
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R.I.C. Publications ®
Different people<br />
Find and a person in your class.<br />
a big person who runs fast<br />
a big person who runs<br />
slowly<br />
a little person who runs fast<br />
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a little person who<br />
runs slowly<br />
R.I.C. Publications ® www.ricpublications.com.au m<br />
AUSTRALIAN<br />
CURRICULUM SCIENCE (<strong>Foundation</strong>)
How do animals move?<br />
Content focus: Animals are different sizes and shapes;<br />
animals move in different ways; the way<br />
animals move depends on their size<br />
and shape<br />
Inquiry skills: Questioning and predicting<br />
Planning and conducting<br />
Processing and analysing data and<br />
information<br />
Communicating<br />
Background information<br />
• This set of pages relates to movement as a physical science rather<br />
than animal movement as a part of biological <strong>sciences</strong>.<br />
• The ability of animals to move from one location to another is called<br />
locomotion. Animal movements are dependent on their habitat,<br />
how they need to obtain food or reproduce, and how they protect<br />
themselves. To move, animals need energy to overcome friction,<br />
drag, inertia and gravity. An animal at rest must push something<br />
backwards in order to move forwards-land animals push the<br />
ground; swimming animals push water; and flying animals push<br />
against the air.<br />
• Animals such as snakes or earthworms move by changing the shape<br />
of their bodies to get across the ground or through soil or water.<br />
• Visit <br />
Preparation<br />
• Read stories such as Pretend you're a cat by Jean Marzollo and Jerry<br />
Pinkney and do actions to verses of familiar songs, such as, 'This is<br />
the way we crawl like a ... ', 'This is the way we fly like a bat ... ' etc.<br />
The lessons<br />
• Enlarge Page 79 to A3 size. View instructions for making the<br />
book at (Step 1 has been eliminated<br />
as cutting and folding lines are given on the worksheet.) Read<br />
and discuss the concepts on the pages. Ask the students to give<br />
examples of other animals for each page. The students should<br />
role-play the actions of the animals mentioned on each page. The<br />
students should state the manner in which each animal depicted<br />
moves.<br />
• Page 80 involves classifying animals by their movement. Most of the<br />
classifications have details to identify specific animals. Three animals<br />
have been chosen for each of the six categories. The students may<br />
place the horse in the category of animals that have strong legs and<br />
run. This is acceptable as long as they can justify their choice. The<br />
headings of the boxes may be written on six large sheets of cardboard<br />
for the students to draw or cut out pictures of animals for each<br />
category. For best results, enlarge to A3 size. Before the students view<br />
the pictures of the animals at the bottom of the page, tell them the<br />
categories and have the students guess (predict) which pictures may<br />
be on the worksheet for them to cut and paste into each category.<br />
• Enlarge Page 81 to A3 size and photocopy onto cardboard. The<br />
students colour and cut out the pieces. The teacher or an adult<br />
helper punches a hole in the body and circular legs indicated by<br />
the cross. Join circular legs to body at holes with a split pin. Tum<br />
circle to make legs move backwards or forwards. If desired, attach<br />
a firm strip of cardboard to the body as a handle so the student has<br />
to provide the energy to make the cow move. Read Cows can't fly<br />
by David Milligan.<br />
Answers<br />
Pages 79-81<br />
Teacher check<br />
Additional activities<br />
• Play 'Duck, duck, goose .. .' using other animals. For example, 'Bat,<br />
bat, bird', 'Fish, fish, dolphin'. These can be the names of animals<br />
who all move in the same manner, or the names of two animals that<br />
move in the same way and one animal that moves differently; for<br />
example, 'Snake, snake, horse'. Ask the students to help select the<br />
animal names.<br />
• Sort animals by habitats-air, land or water. Ask: 'Does habitat<br />
decide how an animal moves?' For example, 'Can an animal who<br />
lives in the water move around by running or digging?'<br />
• Look at many different pictures or photographs of animals moving<br />
and ask the students to give a 'doing' word (verb) such as fly, jump,<br />
etc. which tells how the animal is moving.<br />
• Select students to role-play the movements of different animals for<br />
the other students to guess the animal.<br />
• Give each student a coloured feather from a collection to dance or<br />
'fly' with. Put on some 'airy' music and ask the students to keep their<br />
feather 'flying' in the air by blowing.<br />
• Make craft animals that movbirds that flap their wings and fly,<br />
fan-folded worms and caterpillars that wiggle, and other animals<br />
joined using split pins. Attach string to some so the students have to<br />
provide the energy to make them move.<br />
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• Teach the students the poemjump or jiggle by Evelyn Beyer.<br />
AUSTRALIAN CURRICULUM SCIENCE (<strong>Foundation</strong>)<br />
m<br />
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R.I.C. Publications ®
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CURRICULUM SCIENCE (<strong>Foundation</strong>)
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How do animals move? - 2<br />
out and the pictures in the correct boxes.<br />
Animals with big feet and<br />
strong legs that hop.<br />
Animals with strong legs<br />
that run.<br />
Animals that have wings<br />
and fly.<br />
Animals with webbed feet,<br />
fins and flippers that swim.<br />
Animals that have many<br />
feet or use their bodies to<br />
crawl.<br />
Animals that walk, run and<br />
Jump.<br />
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