CYRFactbooks L4 TN Full

Factbooks:
Why is it so?
Level 4
Introduction
Thanks and Acknowledgements

Factbooks: Why is it so? Teaching Notes written by Brenda Kent The author and publishers are grateful to the following contributers: Hilary Ratcliff: Editor Jean Glasberg: Consultant Editor Claire Lawrence: Science Consultant
Contents
Introduction Why Do Swings Swing?
Topic 1: Forces Experiment: How long does it take our toy car to run down a ramp covered in different materials? Topic 2: Gravity Experiment: Can we make a good parachute for a toy? Topic 3: Machines Worksheet: Machines Simplified questions and answers Its quiz time! ideas and answers 4 6 8 10 11 13 15 16 17
Why Do Magnets Attract?

Topic 1: Magnets attract Experiment: What things in the classroom are magnetic and what things are not magnetic? Worksheet: Magnets Topic 2: Magnets attract and repel Worksheet: Magnets attract and repel Simplified questions and answers Its quiz time! ideas and answers 18 20 22 23 25 26 27
Why Do the Stars Shine?

Topic 1: Stars Worksheet: Star facts Topic 2: The solar system Worksheet: Our solar system Topic 3: Our planet Simplified questions and answers Its quiz time! ideas and answers 28 30 31 33 34 36 37
Why Do Spiders Live In Webs?

Topic 1: Habitats Experiment: Habitats around our school Experiment: What is the best habitat for our plant? Topic 2: Otters Worksheet: How otters survive on water Topic 3: How other animals survive in their habitats Mini-presentation cards Simplified questions and answers Its quiz time! ideas and answers 38 40 41 43 44 45 47 54 55
Why Do Volcanoes Erupt?

Topic 1: Our changing world Worksheet: Our changing world 1 Worksheet: Our changing world 2 Topic 2: Fossils Topic 3: Under the earth Worksheet: How many things can you find that come from under the ground? Simplified questions and answers Its quiz time! ideas and answers 3 56 58 59 60 61 63 64 65
Introduction
Welcome to Factbooks: Why is it so?
The main purpose of this supplementary series is to extend your pupils knowledge and curiosity about the world of science and, at the same time, to help develop their reading skills all through the medium of English.
Why are the book titles all questions?

This is because we aim to encourage your pupils natural curiosity by offering answers to the sort of questions children naturally ask about the world. However, there is much more in each book than the answer to the question on the front cover. Inside each book, you and your pupils will find a wealth of curious questions and fascinating facts.
When should I use the books?

You can use the books to supplement and add variety to your existing science curriculum. For instance, you may be studying forces and motion. This would be a good time to introduce Why Do Swings Swing? Or perhaps one of the questions will come up naturally. One of the children might see an insect or other creature somewhere in the school building and ask Why do some animals live inside buildings? Now might be a good time to introduce Why Do Spiders Live in Webs?
Are the books also suitable for the school library or classroom book corner?
Yes, they are. Many children really enjoy non-fiction books. In addition, they will be useful as a resource to keep your fast finishers occupied during science lessons.
How should I introduce the books in class?

First ideas
You could select from the following activities:
First impressions: Ask the children to flick through the Factbook very quickly to look at the pictures
and get a feel of the book. Ask them to tell you some of the things they notice. Write their responses on the board.
Scanning: Ask the children to find specific pictures or words as quickly as they can. This can be made
into a team game. Say, for example, Where can we see a picture of a penguin? or Where can I find the word crocodile? Write any words they need to find on the board. The children answer by giving you the page number and showing the rest of the class where the items are.
Predictions: Ask the children to make guesses as to what the book is about, based on what they have
seen. Write these ideas on the board and refer to them at the end of the lesson(s).
Answer to the question in the title: Ask the children to find the part of the Factbook that answers
the question in the title.
Mixed ability teaching

Throughout the lesson, feel free to use the activities identified by confidence icons and (more confident) flexibly. Here are some ways you might do this: hoose an appropriate level of difficulty for your class c et individual children to start or work at different levels of difficulty g ork through the levels of difficulty sequentially w se the u activities as extension activities for your fast finishers. The aim is for each child to work at an appropriate level and to gain in confidence.
4
(less confident)
What should I do then? Using the teaching notes: We would encourage you to use your experience and creativity as a teacher
to exploit the Factbooks in any way you think will stimulate and inform your pupils. However, you are probably very busy, so we also invite you to select from the teaching notes for each Factbook. In the notes, you will find two or three topics based on selected parts of the Factbook. The topics are often stand-alone, though you may prefer to use them in sequence. If we think a topic works best if it follows another one, we say so.
Using the photocopiable worksheets and experiment record sheets: There are photocopiable
worksheets to go with some of the topics, and we suggest experiments to follow others. For these we provide photocopiable experiment record sheets. Please feel free to adapt the photocopiable materials in any way you want to make them suitable for mixed ability teaching. You will sometimes see suggestions in the notes for how you might do this.
Using the quizzes in the Factbooks: You may want to read the remaining sections of the Factbook
with the class or get them to read them individually before having a go at the quiz, which you will find near the end of the Factbook. The answers to the quiz are at the end of the teaching notes for each Factbook.
Using the simplified question and answer sheets: In addition to the topic notes, we have provided
simplified versions of the questions and answers which feature in each Factbook. These can be used in a variety of ways. For example, first make a copy for each child. Tell the children to cut out the questions and answers for the pages they have read to form little cards. You can then select from the following activities:
Matching: Tell the children to jumble up all the questions and answers and then match them again.
After checking the answers, you can then tell the children to put away their question cards and refer to the answer cards to help them answer the questions, which you will ask them in a random order. The children can refer to their matched cards to help them answer. The children put all their cards away and answer from memory or in their own words.
Pairs: Each pair or group of three children lays one or two sets of cards face down, spread out on the
table, and the children take it in turns to turn up a pair of cards. When they turn up a question and corresponding answer, they shout Pair! The other children check and, if all are agreed, the first child keeps the cards. The winner is the one who has most pairs at the end of the game.
Asking questions: Get the children to work in pairs, asking and answering the questions. The questioner
has all the question cards and their partner has the answer cards. Both children have a set of matched question and answer cards to refer to. The children take it in turns to be the questioner, and only the questioner has the cards. Their partner has to answer from memory.
Match and stick: Get the children to jumble up their cards. They then match them again and stick the
matched questions and answers into their notebooks.
Gap fill: Make a gap fill exercise by whiting out some of the words before photocopying. The children
then have to fill in the gaps before or after cutting out their cards. We hope you and your classes have lots of fun with the Factbooks: Why is it so? series.
Why Do Swings Swing?

Topic 1: Forces
Key language
force push pull friction air resistance
What you need

ne or two toy cars O
First ideas
See Introduction for suggestions on how to introduce the Factbook for the first time.
for each small group of children. One or two short pieces of string for each small group.
ome smooth material S

See Introduction for suggestions on how to use the activities identified by the and icons.
and some rough material for each small group.

ee also What S
Before reading
Here are some examples of how you might introduce key language, writing the new vocabulary on the board throughout: Give each small group of children one or two of the wheeled cars and one or two pieces of string and say Find two ways of making them move, the idea being that they push the cars and pull them by attaching the string. When they have had time to experiment, gather the children round you. Ask one or two groups Show me how you made your cars move. Elicit or teach push, pull and force, using the cars and mime. Then use your rough and smooth materials to teach friction. Say and demonstrate It feels different. It isnt as smooth. Theres friction. Which is easier to push your car across? Put the children back into their original groups and give them a piece of smooth material and a piece of rough material. Encourage them to run their cars over them and feel the difference. Ask Which is easier? Optional: You could also continue the discussion by asking the children how they would make a swing swing and how they would stop it. Encourage them to spread out in a large space and mime the sort of movements they would make. Encourage them to recycle the key language. You could also ask them to mime rolling a heavy rock up a hill, pushing a feather across a table, kicking a football or a beach ball, walking through water and walking through thick mud. Then get them to imagine pulling a small wheeled toy and a large wheeled toy behind them, pulling a light switch on a string or pulling a tight jumper on over their heads. Alternatively, use these activities to revise the key language during a future lesson.
you need for the experiment.
Reading
Read pages 4, 5 and What makes things change direction? on page 6 of the Factbook, pausing to discuss and clarify the concepts, for example, by pushing your toy car over a rough surface. Alternatively, play the CD (tracks 3 and 4) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
After reading
See the experiment How long does it take our toy car to run down a ramp covered in different materials?
Additional activity Simplified questions and answers (page 61): See Introduction for suggestions
on how to use these.
Experiment: How long does it take our toy car to run down a ramp covered in different materials?
Procedure:
Tell the children they are going to time how long it takes their toy cars to run down their ramps when the ramps are covered in different types of material. Ask the children to predict which surfaces they think will be the fastest and which the slowest. Then help the children to complete the first parts of the record sheet, eliciting ideas and writing key words and phrases on the board. Put the children into small groups and give out the equipment. Make sure the children simply let go of the toys and allow gravity to get them moving. Circulate and help the children to record their results. When everyone has finished, ask each group to report back to the class. Then go through remaining sections of the record sheet, helping the children to complete the remaining sections by eliciting ideas from the children and writing key words and phrases on the board. Talk to the children about the experiment, what went well and how to make it even better another time. Get them to circle a smiley face and help them to write comments as appropriate.
What you need

toy car, a stop watch, A
a ramp and sand paper, fabric, carpet, etc. for each small group of children.
n experiment record A
sheet for each child. Partially complete the record sheet before photocopying, leaving gaps for the children to complete.
Name
Experiment record sheet

How long does it take our toy car to run down a ramp covered in different materials?
What we need: What we are going to do:
I think our car will go fastest on (surface) I think our car will go slowest on (surface) . .
Here are Our results:

Surface Time
Our car went fastest on Our car went slowest on
. .
My predictions were right / wrong. / One prediction was right and one was wrong. Our car went fastest on because .
What I thought of this experiment:
Cambridge University Press 2010 PHOTOCOPIABLE
Topic 2: Gravity
Key language
gravity force lift parachute friction air resistance space
What you need

small light doll or A
plastic animal.
good supply of A
First ideas
different kinds of paper and fabric.

feather. A ball. A ee also What S

you need for the experiment.
Before reading
Here are some examples of how you might introduce key language, writing the new vocabulary on the board throughout: Teach gravity, parachute and air resistance by holding up the toy, showing the class and asking What will happen if I open my hand like this? (demonstrating with the other hand). When you have elicited or demonstrated that the toy will fall, ask How can I make it fall more slowly? to elicit parachute or the idea of one. If the children do not know the word in English, encourage them to mime.
Reading
Read page 7, Parachutes and Earths force on page 9, and pages 11, 12 and 13 of the Factbook, pausing to discuss and clarify the concepts, for example, by getting volunteers to drop the feather and ball when you get to page 11. Alternatively, play the CD (tracks 4, 5, 6 and 7) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
After reading
See the experiment Can we make a good parachute for a toy?
Additional activities: Simplified questions and answers (page 16): See Introduction for suggestions
Cars and aeroplanes: Some children may be particularly interested in cars or

aeroplanes and might like to research examples that offer the most/least air resistance.
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Experiment: Can we make a good parachute for a toy?

Procedure:
Tell the children they are going to try to make a good parachute for their toy to discover which design and size work best. Tell them they will have to make more than one parachute to do this, and at the end of the lesson they will report back to the class. Show them your parachutes if you made some earlier. The children could predict which one they think will work best, but try them out later when the children are presenting theirs to the class. You could present yours as a model of how to do this. Let the children choose what they want from all your materials and give help and advice as required. When all the groups have demonstrated their parachutes, the class can discuss which sizes and shapes worked best. Help the children to complete the experiment record sheet by eliciting ideas and writing key words and phrases on the board. Help the children to fill the gaps you have left. Talk to the children about the experiment, what went well and how to make it even better another time. Get them to circle a smiley face and help them to write comments as appropriate.
What you need

small light plastic toy A
for each small group or pair of children.

good supply of paper A
or fabric.
lue and scissors for G
each small group or pair of children.

tring, S
cotton and wool.
ptional: One or O
two examples of very different parachutes that you have made before the lesson.
sheet for each child. Partially complete the record sheet before photocopying, leaving gaps for the children to complete later.
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Name

Can we make a good parachute for a toy?
What we did: Here are pictures of our parachutes:
What we discovered:
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Topic 3: Machines
Key language
machine push pull lever wedge ramp force roller wheel
What you need

bottle opener, a can A
opener and a hole punch.

ptional: A bicycle. O ome magazines and S
First ideas
catalogues containing pictures of machines.

copy of the worksheet A

Machines for every child. Complete some of the examples for the children before photocopying.
dditional activity: A
Before reading
Here are some examples of how you might introduce key language, writing the new vocabulary on the board throughout: Gather the children round you and say These things are all machines. When I want to open a bottle, I can use a bottle opener to open it. Its a kind of lever. Levers help us to lift things. I can lift off the bottle top with it. Now look at my can opener. What sort of machine is it? Yes, its a lever. And it has a wheel too. Brainstorm all the machines the class and you have used so far today, for example, butter knife, school bus. Write the ideas on the board. Decide which have or are levers, wedges, rollers and wheels. Optional: In a large space, ask the children to sit in small groups, one behind the other as if they were the crew of a rowing boat. Get them to mime rowing. Encourage them to imagine pulling very hard in order to win a race. Now tell them that they have very tiny oars and ask them to mime again. Ask them whether they went faster or slower. Discuss how oars are levers which can turn the force of our arms into an even stronger force.
Childrens construction kits and scrap materials.
Reading
Read How do machines help us to move things? on page 6, page 8, and Wedges and Bicycle brakes on page 9 of the Factbook, pausing to discuss and clarify the concepts, for example, by referring to your everyday objects. Alternatively, play the CD (tracks 4 and 5) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
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After reading
Look at the list of machines you and the class have used today and see if you can add some more now you have read the Factbook. Put the children into small groups and give each group one of your magazines or catalogues. Depending on the sort of machines in them, you could ask each group to find examples of levers, wedges, rollers and wheels. Alternatively, ask each group to find two machines and decide whether they are or have levers, wedges, rollers and wheels. Each group could then show the class their chosen machines.
Worksheet: Machines
Go through some of the examples orally before getting children to label the pictures.
Answers:
1. wheels 2. wedge 3. rollers, ramp 4. lever 5. lever 6. levers
Additional activities Simplified questions and answers (page 16): See Introduction for suggestions
Class poster: Give each small group of children a selection of your magazines
and catalogues. The children choose and cut out examples of machines to stick on a large Venn diagram, showing which of the selected machines are levers, wedges, rollers, wheels or a combination of these.
Machine making: Using childrens construction kits and other suitable scrap
materials, each pair or group of three children makes a machine that can easily move a suitable heavy object, for example, a big book across the classroom floor.
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Name
Worksheet: Machines
How many examples of wheels, rollers, wedges, ramps and levers can you find? Label them.
1.
2.
3.
4.
5.
6.
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Simplified questions and answers

Q: Why do swings swing? A: Swings swing because a force moves them. A force is a push or a pull.
Q: Why do balls stop rolling?
A: Balls stop rolling because friction slows them down.
Q: Why do swings stop swinging?
A: Swings stop swinging because air resistance slows the swing down.
Q: What makes things change direction?
A: Things move in straight lines, unless a pulling or pushing force makes them change direction.
Q: How do machines help us to move things?
A: Machines can turn weak forces into strong forces.
Q: Why do things fall down?
A: Things fall down because of gravity. Gravity is the force that makes us stay on the ground.
Q: How does a parachute work?
A: The air pushes up against the parachute, which slows it down. This is called air resistance. A: A lever makes the brake pads press the wheel. They rub against each other, making friction, which slows down the wheel.
Q: How do bicycle brakes work?
Q: Drop a feather and a ball at the same time. Which hits the ground first?
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A: The ball because air resistance makes the feather move more slowly.
Its quiz time! ideas and answers

You will find a quiz on pages 14 and 15 of the Factbook. Here are some ways you could use the quiz: o each activity in turn, with the children working in pairs or threes, checking the answers as a class before D going on to the next activity either immediately or in a future lesson. he children work in small mixed ability teams to complete as many of the answers in the entire quiz as they T can before checking the answers as a class and seeing which team has won keeping this as light-hearted as possible, of course! he children work in pairs or threes to complete as many of the answers in the entire quiz as they can before T checking the answers as a class. The children work individually on the entire quiz and then compare their answers in pairs or threes before checking them as a class. Exploit the quiz as extension activities for your fast finishers.
Answer key Activity 1

1 b) 2 a) 3 c)
Activity 2
2 e) 3 a) 4 d) 5 c)
Activity 3
1. Car. Because the others can beat gravity and fly. 2. Ball. Because the others are wedges. 3. Bicycle. Because the others are kinds of force.
Activity 4
1. Balls stop rolling because friction slows them down. 2. A rough surface makes more friction than a smooth surface. 3. When you move your legs on a swing, you work against the friction and make the swing move. 4. When you kick a football, the kick makes the ball change direction with a pushing force.
Activity 5
Gravity
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Why Do Magnets Attract?

Topic 1: Magnets attract
Key language
magnet magnetism crane attract iron / iron filings nickel magnetic pole electromagnet performing fleas
What you need

small bowl containing A
First ideas
a mixture of dry rice and paper clips and a magnet for each pair of children.
ptional: A magnetic O
drawing board.
dditional activity: See A

also What you need for the experiment.
Before reading
Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Show the children the bowls containing the rice and paper clips, but not the magnets, and ask the children How can you take out all the paper clips quickly? Encourage them to mime if they cant articulate their ideas fully in English. Acknowledge any ideas, but tell the children that todays lesson is going to be about magnetism, so that is what they are going to use today. Give out the bowls of rice and paper clips together with the magnets and ask the children to see how quickly they can get all the paper clips out of the rice. Make sure both members of each pair get a go. Tell the children The magnets attract the paper clips. Ask the children Do you have any magnets at home? Does anyone have a magnet on the fridge? Tell them to flick through the Factbook very quickly to find other examples of magnets. Ask them to tell you some of the things they notice. Write their ideas on the board.
Reading
Read pages 4, 6, How does a compass work? on page 7, Magnetic drawing boards on page 8, Rubbish dumps on page 9 and Performing fleas on page 10 of the Factbook, pausing to discuss and clarify the concepts, for example, by passing round the magnetic drawing board if you have one and showing how the performing flea trick works by placing a paper clip on top of a sheet of paper and moving it with a magnet placed underneath the paper. Alternatively, play the CD (tracks 9, 10, 11 and 12) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
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After reading
See if you and the children can add anything else to the notes you made on the board before reading. Ask volunteers to draw on the magnetic drawing board if you have one. Use this as an opportunity to recycle key language. Say What is on the end of the pen? What does it do to the iron filings? Yes, it attracts them.
Additional activities Experiment: What things in the classroom are magnetic and what things are
not magnetic?
Simplified questions and answers (page 26): See Introduction for suggestions
Worksheet: Magnets A. The children fill in the gaps and check their answers in the Factbook.
Alternatively, play the CD (track 9).
Answers:
A. metal, attracts, Earth, magnets, force B. 1. Remove smell and replace with pull/force. 2. Correct. 3. Remove a polar bear and replace with Earths north magnetic pole. 4. Remove a penguin and replace with Earths south magnetic pole. C. 1. magnetic north pole 2. magnetic south pole
B. Do the first one as an example with the children. The children make the
corrections and then check in the Factbook. Alternatively, play the CD (track 10). Underline the incorrect words before photocopying
C. The children write magnetic north pole and magnetic south pole on the
diagram. The children could copy from the Factbook.
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Experiment: What things in the classroom are magnetic and what things are not magnetic?
Procedure:
Give out the experiment record sheets and put the children into pairs. Tell them that they are going to find five things in the classroom that they think are magnetic and five things that they think are not magnetic and that you are going to give them a magnet to test the things with. If you can, find some suitable non-magnetic metal objects and encourage the children to test them so they can see that not all metals are magnetic. Help the children to fill in the first two sections of the experiment record sheet by eliciting and writing useful language on the board. Then ask each pair to choose ten things together. Help with vocabulary, using their bilingual dictionary if necessary. The children go round the classroom testing their chosen things and ticking the appropriate column on the record sheet. When they have finished, they count how many of their predictions were right and how many wrong. Gather the children together and ask the class if it was easy to predict whether the things were magnetic or not. Discuss the true or false questions with the children and establish that both are true. Talk to the children about the experiment, what went well and how to make it even better another time. Get them to circle a smiley face and help them to write comments as appropriate.
What you need

magnet for each pair A
of children.
sheet for each child. Partially complete the first two sections of the record sheet before photocopying.
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Name

What things in the classroom are magnetic and what things are not magnetic?
What we need: What we are going to do:
Things we think are magnetic

1 2 3 4 5
We were right
We were wrong
Things we think are not magnetic

1 2 3 4 5
We were right
We were wrong
of our predictions were right. of our predictions were wrong.
True or false?
All magnetic things are metal. Some metal things are not magnetic.
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Name
Worksheet: Magnets
A. Use the words in the box to complete the sentences. Then check your answers on page 4
of the Factbook. attracts force metal magnets Earth A magnet is a piece of or nickel towards it. The are natural . , which other objects made of iron , the Sun, some stars and most of the planets
.
You cant see magnetism. It is an invisible
B.
Maria has written some silly sentences about magnetism. Only one of her sentences is correct. Can you correct the others? Check your answers on page 6 of the Factbook.
1. he poles are the two areas T of a magnet where the smell is the stronges t. 2. his is usually at the end T s of the magnet. 3. he north pole of a magn T et always points in the direction of a pol ar bear. 4. he south pole of a magn T et always points towards a penguin.
C.
Finish the diagram by writing magnetic north pole and magnetic south pole.
Earths magnetic north pole and magnetic south pole are close to its geographical North and South Poles.
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Topic 2: Magnets attract and repel

Key language
magnet force magnetic field attract repel iron filings north and south poles
What you need

wo bar magnets. T ome iron filings. S compass. A copy of the worksheet A
First ideas
Magnets attract and repel for every child.


Compasses and a picture or prize for each small group.
Before reading
Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Gather the children round you. Place one of the magnets under a sheet of paper. Show the children your iron filings and ask them what they think will happen if you pour them onto the paper. Carefully pour the iron filings onto the paper and move the magnet under the paper. Ask What can you see? What is happening? Then place the other magnet under the paper too to show what happens when the magnets are north pole to south pole and north pole to north pole and south pole to south pole. Refer to the pictures in the Factbook (page 7) for how to orient your magnets. However, do not put your magnets in direct contact with the filings, because they will be very difficult to remove. Similarly, do not allow the children to handle the iron filings or to move them with the magnets.
Reading
Read page 5, How do the poles on a magnet work? on page 7, and Magnetic trains on page 8, pausing to discuss and clarify the concepts, for example, by demonstrating again with your bar magnets and iron filings and by finding magnetic north using your compass. Alternatively, play the CD (tracks 9, 10 and 11) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
After reading
Pass the pair of magnets round the class so that the children can feel the magnets attract and repel each other. After this, get the children to mime with their hands, firstly the way two north poles repel each other, and secondly the way a north and south pole attract each other. Recycle and get the children to recycle the key language. Say Your hands are two magnets. What happens when you put the north pole of one next to the north pole of the other? Do they attract each other or repel each other? Thats right. They repel each other.
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Worksheet: Magnets attract and repel A. The children write the missing words.
Work through the first diagram with the children.
Answers:
A. 1 repels, 2 north poles, 3 iron filings, 4 attracts, 5 south pole, 6 north pole, 7 iron filings C. 1 magnetism, 2 north, 3 attracted, 4 compass
B. They discuss their answers in pairs. C. The children fold the strip at the bottom under and then work in pairs to
predict the missing words. Then read How does a compass work? on page 7 of the Factbook to the children or play the CD (track 10) at least twice. The children write the answers, check with their partner and also unfold the strip at the bottom for further clues. The children work with the worksheet unfolded throughout. Cut the strip off the bottom of the worksheet before giving out.
Artwork: Get the children to draw and paint patterns inspired by the Before
reading activity. For further inspiration, you could download and print some photographs from the Internet
Treasure hunt: Show the children how to line up the needle on a compass to find north. Then put the children into small groups to make a treasure hunt for another small group, with instructions like Stand by the big tree in the playground. Go north ten big steps. Go west five big steps. Open the door. Look in the box on the floor. You will need compasses for each small group and the children could hide a picture or other prize at the end of their trail for the other group.
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Name
Worksheet: Magnets attract and repel

A. Write the missing words. Use the words in the box.
iron filings iron filings repels north poles attracts south pole north pole The north pole of a magnet 1. 2. , or pushes away from, the north pole of another magnet.
3. The north pole of a magnet 4. , or pulls toward, the south pole of another magnet. 5.
6.
7.
B. C.
Talk to your partner. What are the missing words? Now listen and write the missing words. A compass is used to show direction and it works because of 1. . The compass needle is a magnet which points 2. south. The needle is 3. to Earths magnetic north and south poles because Earth is like a giant 4. .
compass
magnetism
north
attracted
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Q: What is a magnet? A: A magnet is a piece of metal, usually iron, which attracts other objects made of iron or nickel towards it.
Q: Can you see magnetism?
A: No. You cant see magnetism. It is an invisible force.
Q: What is a magnetic field?
A: A magnetic field is the area around a magnet where it attracts or repels things.
Q: Can you see a magnetic field?
A: Yes, you can. When you put iron filings near a magnet, they will always move to follow the lines of the magnetic field.
Q: What are magnets poles?
A: The poles are the two areas of a magnet where the pull is the strongest.
Q: How do the poles on a magnet work?
A: Each magnet has a north and a south pole. The north pole of a magnet attracts, or pulls towards the south pole of another magnet. Two north poles repel, or push away from each other.
Q: How does a compass work?
A: It works because of magnetism. The compass needle is a magnet which points northsouth.
Q: How does a magnetic drawing board work? Q: How did performing fleas work? Q: Who used lodestone to make the first compasses?
A: It contains iron filings and the pen has a magnet on the end. When you write, the magnet in the pen attracts the iron filings.
A: The fleas were really tiny pieces of metal that were moved with magnets that people could not see.
A: The Chinese, about 3,000 years ago.
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You will find a quiz on pages 14 and 15 of the Factbook. Here are some ways you could use the quiz: o each activity in turn, with the children working in pairs or threes, checking the answers as a D class before going on to the next activity either immediately or in a future lesson. he children work in small mixed ability teams to complete as many of the answers in the T entire quiz as they can before checking the answers as a class and seeing which team has won keeping this as light-hearted as possible, of course! he children work in pairs or threes to complete as many of the answers in the entire quiz as T they can before checking the answers as a class. The children work individually on the entire quiz and then compare their answers in pairs or threes before checking them as a class. Exploit the quiz as extension activities for your fast finishers.

2. iron 3. fleas 4. iron filings 5. onions The magnet can attract iron and iron filings.
Activity 2
1. Rubbish dumps use giant cranes with electromagnets. 2. Performing fleas looked like tiny acrobats, but it was a trick.
Activity 3
2. T 3. F. Performing fleas are tiny pieces of metal. 4. F. Sailors never took onions on their ships. 5. F. The north pole of a magnet attracts the south pole of another magnet.
Activity 4
1. An egg. Because the others are both magnets. 2. Plastic. Because the others are all magnetic.
27
Why Do the Stars Shine?

Topic 1: Stars
Key language
star galaxy constellation black hole telescope the Milky Way supernova
What you need

Star facts for every child.

ptional: Pictures of the O
First ideas
night sky, preferably in your region.

Before reading
Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Ask the children Have you looked at the sky at night? What did you see? Show them your pictures if you have some and tell them that our galaxy is all the stars we can see in the sky.
Reading
Read pages 4 and 5, Supernova on page 9, Black Holes and Energy from the Sun on page 11, and Supernova: Tycho Brahe on page 12 of the Factbook, pausing to discuss and clarify the concepts, for example, by asking if the children have seen the Milky Way. Alternatively, play the CD (tracks 15, 17, 18 and 19) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
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After reading Worksheet: Star facts A. The children choose words from the box to fill the gaps and then check their
answers in the Factbook. Partially complete the worksheet by filling some of the gaps yourself before photocopying. Alternatively, write the first letter of some of the missing words in the gaps before photocopying.
Answers:
A. 1 gas, 2 sparkling, 3 light, 4 heat, 5 sky, 6 telescopes, 7 galaxy, 8 live, 9 white, 10 Milky, 11 night, 12 country B. 2 d, 3 e, 4 f, 5 b, 6 a
B. The children match the beginnings and endings of the sentences.

Do one or two more examples before photocopying.
ur Constellations: Before the lesson, you could research which constellations

can be seen in your region at this time of year, draw one or two on the board and suggest the children ask their parents to take them out to look for them.
Useful links
You can find more information about the topic on the NASA website at: http://www.nasa.gov/home/index.html You might find this video from the NASA picture of the day archive particularly informative: http://antwrp.gsfc.nasa.gov/apod/ap100120.html The children could explore the following site: http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/ solar_system.html
29
Name
Worksheet: Star facts

A. What facts can you remember about stars? Use words from the box to fill the gaps.
Then check on pages 4 and 5 of the Factbook.
sky sparkling country gas night telescopes live light Q: Why do the stars shine?
Milky galaxy
heat white
A: Stars are balls of hot 1. . They are a very long way away, so they look like 2. points of 3. . A star begins to shine when it gets very hot in the middle and releases energy, producing 4. and light. Q: What is the galaxy? A: The galaxy is all the stars we can see in the 5. every constellation and all the star clusters we can see through 6. . There are 200 billion stars in the 7. . Q: What is the Milky Way? A: The Milky Way is the name of the galaxy that we 8. Milky Way because from Earth it looks like a wide, 9. Q: When and where can you see the Milky Way? A: The best time to see the 10. place to see it is in the 12. the equator, the more you can see. Way is on a clear winter 11. . The best , far away from bright lights. The closer you are to in. We call our galaxy the road leading into space.
B.
Join up the beginnings and endings of these star facts. 1. Stars are born, live 2. Stars change size 3. A star dies when 4. Stars are not 5. Our Sun is 6. Stars are bigger a) than planets. b) a star. c) for billions of years and then die. d) as they use up their gas. e) all the gas inside it is used up. f) star shaped.
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Topic 2: The solar system

Key language
solar system Earth planet comet asteroid orbit kilometres per hour
What you need

ardboard cut-outs of C
First ideas
the eight planets based on the illustration on pages 6 and 7 of the Factbook and one to represent the Sun. The names should be written on them.
lternatively, use A

Before reading
Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Ask and mime with your cut-outs or balls Does the Sun go round Earth or does Earth go round the Sun? Ask your partner. Hands up those who think Earth goes round the Sun. Thats right, Earth goes round the Sun. Earth orbits the Sun. Ask the children if they know the names of any of the other planets that also orbit the Sun, in other words, other planets in our solar system. Accept answers in L1 or in English, give each child who volunteers a name the relevant cardboard cut-out or ball and show the children the name and spelling in English.
balls from your PE equipment. You can use large footballs for the gas giants and smaller tennis balls or similar for the smaller planets. Ideally, use a massive exercise ball for the Sun.
n A3 copy of the A
worksheet Our solar system for every child.

A long piece of frieze paper.
Reading
Read pages 6, 7, 8, and The red planet and The names of planets on page 9 of the Factbook, pausing to discuss and clarify the concepts, for example, by asking the child holding the Sun cut-out or ball to stand up and by getting one of the children holding a planet cut-out or ball to orbit round them. Alternatively, play the CD (tracks 16 and 17) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
31
After reading
Take the children into a large space, taking with you the cardboard cut-outs of the planets and Sun or the balls, and copies of the Factbook. Give a child the Sun cut-out or ball. Ask What next? and elicit or say Mercury, encouraging the remaining children to look in the Factbook. Give another child the Mercury cutout or ball and get them to stand a little way away from the Sun. Continue in this way until you have children holding all the cut-outs or balls. Ask the planets to start slowly orbiting the Sun. If possible, give the rest of the class a go too.
Worksheet: ur solar system

Hand out the A3 copies of the worksheet to the children. The children cut out the planets and information about them and stick them in the correct positions. They then colour their charts appropriately. Check the children have positioned the planets and information correctly before giving them the glue to stick them down. Ask the children to add the distance from the Sun of all the planets.
Answers:
Mercury: the fastest (and smallest) planet in our solar system Venus: the brightest planet in our solar system Earth: our planet Mars: the red planet Jupiter: the biggest planet in our solar system Saturn: this planet spins very fast and has over 1,000 rings round it made of dust and ice Uranus: the blue-green planet Neptune: the furthest planet from the Sun in our solar system
Team quiz: After the children have finished the worksheet, you could have a
quiz based on the information on it. Put the children into teams of around three children, ask them to try to memorise which planets are the smallest, fastest, brightest, furthest from the Sun, which are the red and the blue-green planets and which has over 1,000 rings, by studying their worksheets. Give them a set amount of time. Then ask the children to put away their worksheets and, on one sheet of paper per team, write down the answers to the following questions about our solar system. Write the names of the planets on the board in their order of distance from the Sun for the children to refer to. 1 2 3 4 5 6 7 8 Which is the furthest planet from the Sun? (Neptune) Which is our planet? (Earth) Which is the red planet? (Mars) Which is the fastest and also the smallest planet? (Mercury) Which is the brightest planet? (Venus) Which planet has over 1,000 rings? (Saturn) Which is the biggest planet? (Jupiter) Which is the blue-green planet? (Uranus)
Artwork: This topic lends itself to imaginative and factual artwork. You could,
for example, get the class to make a long frieze of planets, showing their relative distances from the Sun and size.
Useful links
See Useful links for Topic 1.
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Name
Worksheet: Our solar system
Mercury: the fastest (and smallest) planet in our solar system
Venus: the brightest planet in our solar system
Earth: our planet
Mars: the red planet
Jupiter: the biggest planet in our solar system
Saturn: this planet spins very fast and has over 1,000 rings round it made of dust and ice
Uranus: the bluegreen planet
Neptune: the furthest planet from the Sun in our solar system
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Topic 3: Our planet

Note: This follows on from Topic 2.
What you need

he cardboard cut-outs T
Key language
Earth galaxy the Milky Way the equator axis the Moon kilometres per hour
or balls used in Topic 2.

cut-out to represent A
the Moon.
First ideas

Before reading
Ask the children to call out all the facts they can remember from Topic 2. Prompt where necessary by asking questions, for example, Which planet is nearest the Sun? What is the name of our planet?
Reading
Choose one of the two following reading activities:
1. Reread pages 6 and 7 of the Factbook with the children or get them to read
them again silently. Then read Speedway on page 8, Always moving on page 11, and Earths orbit: Nicolaus Copernicus on page 12, pausing to discuss and clarify the concepts, for example, by getting one child to hold the Earth cut-out and getting another child to orbit with the Moon cut-out. Alternatively, play the CD (tracks 16, 17, 18 and 19) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
2. Ask the children to scan the Factbook for the word Earth. They should then
call out the page numbers. Note these on the board. Give individual pairs particular pages to read from those noted on the board. Then ask them to report back on the information on those pages about Earth to the class. Help the class to dictate a sentence to you or a confident volunteer to sum up the key facts from each page to go on the board. Do not rub these off the board, but use them for the After reading activity.
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After reading Game: What was on the board?

Either: Write the following sentences on the board: We live in a galaxy called the Milky Way. The Milky Way looks like a wide, white road leading into space. There are eight planets in our solar system. Earth is the third planet from the Sun. Most scientists think that the Moon is made up of pieces of Earth. Earth goes round the Sun at around 107,000 km/h. Or: Use the key facts elicited from the children if you used Reading activity 2. Ask a confident reader to choose one of the facts and read it out to the class. Rub out one of the words and ask the class to read the sentence together, putting the missing word back in. Rub a few more words out and ask the class to see if they can still remember the whole sentence. (Decide on a rationale for which words you rub out you could focus on key words or on grammar words, for example.) Repeat with another sentence. Use your judgement about how much to rub off the board, before asking the class What was on the board? and starting to rewrite what was on the board with help from the children. Alternatively, ask confident writers to take it in turns to come and write the missing words back on the board with help from the rest of the class.
Useful links
See Useful links for Topic 1.
35

Q: Why do the stars shine? A: A star begins to shine when it gets very hot in the middle and releases energy, producing heat and light.
Q: What is the galaxy?
A: The galaxy is all the stars we can see in the sky.
Q: What is the Milky Way?
A: The Milky Way is the name of the galaxy that we live in.
Q: When and where can you see the Milky Way?
A: The best time to see the Milky Way is on a clear winter night. The best place to see it is in the country, far away from bright lights. A: The solar system is made up of the Sun and the eight planets, comets and small asteroids that orbit around it; and also millions of ice balls. A: Most scientists think that a small planet crashed into the Earth and the pieces of Earth came together and became the Moon.
Q: What is the solar system?
Q: Where did the Moon come from?
Q: How long did it take Apollo 8 to get to the Moon?
A: It took only three days.
Q: How fast is the Earth moving?
A: It is moving at about 107,000 kilometres per hour.
36

You will find a quiz on pages 14 and 15 of the Factbook. Here are some ways you could use the quiz: o each activity in turn, with the children working in pairs or threes, checking the answers D as a class before going on to the next activity either immediately or in a future lesson. he children work in small mixed ability teams to complete as many of the answers in the T entire quiz as they can before checking the answers as a class and seeing which team has won keeping this as light-hearted as possible, of course! he children work in pairs or threes to complete as many of the answers in the entire quiz as T they can before checking the answers as a class. The children work individually on the entire quiz and then compare their answers in pairs or threes before checking them as a class. Exploit the quiz as extension activities for your fast finishers.

2. Sun 3. Red
Activity 2
2. F. A supernova is a star that destroys itself in a huge explosion. 3. T 4. F. Stars are bigger than planets. 5. T
Activity 3
1
S a t r
4
g a l y
u r
a x
Activity 4
The solar system is made up of the Sun together with the eight planets, comets and small asteroids that orbit around it.
37
Why Do Spiders Live in Webs?

Topic 1: Habitats
Key language
habitat survive shelter mineral drought flood dam
What you need

he school T
environment.
First ideas
Habitats around our school for every child.

dditional activity: See A

also What you need for the experiment.
Before reading
Ask What sorts of things are living things? and make sure that the children understand that plants and trees are living things, as well as animals. Brainstorm all the places in the school and playground where you can find living things. Note these on the board with the animals/plants beside them, for example, spiders in the corners of the ceiling, ants under rocks in the flower beds, birds on the roof. If you dont know the names, use a description or drawing. Leave the notes on the board to help the children complete the After reading worksheet. Obviously, what the children come up with will vary tremendously from country to country and region to region, and you might like to discuss this with the children. Ask them, for example, What kind of animals and plants might live in an Australian/British school? This might also be a good time to remind children of any animals or plants in your region that are hazardous and that the children should not approach or touch. As an alternative to the brainstorm, you could take the children on a walk around the school. Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Refer to your notes on the board and ask Why do these animals and plants live in different places or habitats? This habitat is warm and dry, but this one is colder and wetter. Talk about how each plant and animal needs the right food, minerals, shelter, warmth and moisture to survive. Discuss what the animals eat and where the plants get their food.
Reading
Read pages 4 and 5 of the Factbook, pausing to discuss and clarify the concepts, for example, by referring to your notes on the board. Alternatively, play the CD (track 21) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
38
After reading Worksheet: Habitats around our school

The children record the results of their brainstorm or what you observed on your walk, expanding your notes and also adding drawings in the first column as appropriate. The children copy the notes on the board and/or you could partially complete the worksheet before photocopying.
Artwork: The children use paint, crayons or collage to create imaginary

habitats filled with imaginary animals and plants.
Experiment: What is the best habitat for our plant?
39
Name
Worksheet: Habitats around our school

What we did:
Animals and plants that live in and around our school:

Animal/Plant Habitat What things this place has which the plant needs to survive
40
Experiment: What is the best habitat for our plant?

Procedure:
Show the children your plants and ask them if they know what they are called, what habitat they like and so on. Tell the children they are going to carry out an experiment to see which habitats suit the plant best and least. Ask for suggestions for places to use in the experiment. Help small groups of children to plant one or two in up to six of the suggested locations. Make sure you use a range of locations that include ideal habitats, and some that are not suitable for the plant. Discuss with the children what things you will keep the same. For example, it might be necessary to water the plants, so decide with the children how you are going to do this to make it a fair test. Look at the plants regularly with the children and get them to help you to record the results on the class record sheet. When it has become obvious which are the most suitable and unsuitable habitats for the plant, take a tour with the children and discuss the results with them. In the classroom, decide with the children how best to complete the last part of the record sheet. You could then photocopy it so that all the children have a copy for their files.
What you need

welve plants, the same T
sort and size.

paces in the school S
garden.
n A3 copy of the class A
experiment record sheet for display in the classroom.
41
Name
Class experiment record sheet

What is the best habitat for our plant?
Our teacher chose (name of plant) for our experiment.
What we did: What we predict: Here are Our observations:

Habitat 1 Date Habitat 2 Habitat 3 Habitat 4 Habitat 5 Habitat 6
After
days, we discussed which were the best habitats for our plant.
This is what we decided:
42
Topic 2: Otters
Key language
float wrap paws stomach webbed feet closable seaweed float away
What you need

picture of a fastA
flowing river.
ictures of animals that P
live in and on water.

First ideas
How otters survive on water for every child.

Before reading
Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Show the children your picture of a river. Ask the children what sorts of animals might live in it or by it and write their ideas on the board. Then show them the pictures of animals you have collected. Say, for example, Look at the ducks feet. Do they have toes like us? No, they have webbed feet. What about this animal? Does it have webbed feet? No, it has paws like a cat or a dog. What is this bird standing on? You find it at the seaside. Its called seaweed.
Reading
Read page 7 of the Factbook, pausing to discuss and clarify the concepts, for example, by referring to your animal pictures and asking Can you point to the picture of another animal that has webbed feet? Alternatively, play the CD (track 22) instead of reading, pausing where necessary. The children could then reread the page to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
After reading
Ask the children to look at the picture of the otter at the bottom of page 7 of the Factbook. Ask what things make it easy for the otter to survive well on the water.
Worksheet: How otters survive on water

The children look at the picture of the otters and choose the right caption from the bottom of the page to write in each space. The children work with the Factbooks open. Give the children a minute or so to study the captions at the bottom of the page and then tell them to fold it under. The children then try to complete the task from memory, finally unfolding the strip and copying any items they couldnt remember and checking what they did remember.
43
Name
Worksheet: How otters survive on water

Label the picture.
Fold
closable nose
closable ear
long tail
wide, webbed feet
Otters usually wrap themselves in seaweed to stop themselves from floating away when the water is moving.
44
Topic 3: How other animals survive in their habitats

Note: This follows on from Topic 2.
Key language
habitat survive
What you need

nough miniE
First ideas
presentation cards for each group of three or four children to have cards about the same animal.

Before reading
Introduce the key language by asking Where does the sea otter live? What is its habitat? Yes, its habitat is the sea. What things help it to survive there? How does it stay alive in the sea? Put the children into groups of four, according to their level of confidence if you like. Give each child in each group the same mini-presentation card. Give these groups cards with the icon. Give this group the card with the icon or, alternatively, one of the simpler cards, and ask them to do some extra research in books or on the Internet.
Reading
Read pages 6 and 7, Koalas and Bees on page 8, Rabbit warrens on page 9, Hibernating bears on page 10, and Camel humps and Magnetic termites on page 11 of the Factbook. Alternatively, play the CD (tracks 22, 23 and 24) instead of reading, pausing where necessary. Tell each group to look at the heading and page number on their card. Tell them to find the page in the Factbook, to read the information and then to do the gap fill activity. Circulate, giving most assistance to the groups.
45
After reading
Tell the children they are going to present their animal to the class. Tell them they will show the class the picture and then take it in turns to read facts about that animal. Give them some time to prepare and practise. The children should be prepared to explain the slowing of the bears heartbeat through mime. Gather the children together where they can see each others mini-presentation card pictures easily. Ask each group to come out in turn. Get them to fold their worksheet so that they can see their animal facts while showing the class their picture. Get them to describe what the picture shows, for example, by saying This is a spider. Here is its web. This is a flying insect. Then get them to take it in turns to read their animal facts. Encourage the children to read about all the animals in the Factbook. The children could research another animal and do another minipresentation.
Answers:
Mini-presentation card 1: webs, insects, live Mini-presentation card 2: habitat, leaves, types, six Mini-presentation card 3: warrens, tunnels, entrances Mini-presentation card 4: insects, lines, south, sun Mini-presentation card 5: humps, desert, sweat Mini-presentation card 6: beehives, hexagonal, honeycomb, pollen Mini-presentation card 7: hibernate, winter, hole in a tree, heart rate, asleep, alive, alert, danger
46
Find Why do spiders live in webs? on page 6 of the Factbook. Read the information and fill in the gaps.
Spider facts!
Spiders make They eat flying Not all spiders to catch food. . in their web.
Fold
Why do spiders live in webs?
Mini-presentation card 1
Name
a spider
flying insects
47
a web
Find Koalas on page 8 of the Factbook. Read the information and fill in the gaps.
Koala facts!
Koalas live in a very specific They only eat eucalyptus There are 500 but koalas only eat . of eucalyptus leaves, types!
Fold
Koalas
a koala
eucalyptus leaves
Name
48
a eucalyptus tree
Find Rabbit warrens on page 9 of the Factbook. Read the information and fill in the gaps.
Rabbit facts!
Rabbits live in These are There can be 100 . which rabbits dig in the ground. to a warren in one square kilometre.
Fold
Rabbit warrens
a tunnel
an entrance
Name
49
a rabbit warren a rabbit digging
Find Magnetic termites on page 11 of the Factbook. Read the information and fill in the gaps.
Magnetic termite facts!

Magnetic termites are They make nests in The nests face north and . . .
Fold
that live in the far north of Australia.
This keeps the nests cool and protects them from the
Magnetic termites
a termite nest
Name
50
a termite These nests are in lines.
Find Camel humps on page 11 of the Factbook. Read the information and fill in the gaps.
Camel facts!
Camel When camels are in the they use the fat in their humps. Camels can also save water because they do not much when it is very hot.
Fold
store fat from food. for a long time and there is no food or water,
Camel humps
The camel isnt sweating much.
a camel
hump
Name
51
This person is sweating because it is very hot.
Find Bees on page 8 of the Factbook. Read the information and fill in the gaps.
Bee facts!
Bees live in They use lots of The cells are called . cells of beeswax to make the hives. . from
Bees use them as homes for young bees that are still growing, and as stores for flowers, and for honey to eat.
Fold
Bees
hexagonal cells
young bees
a beehive
Name
52
honey
a bee collecting pollen from a flower
pollen
a hexagonal cell
Find Hibernating bears on page 10 of the Factbook. Read the information and fill in the gaps.
Hibernating bear facts!

Some bears Before the because they cannot find food in the winter. , the bears eat lots of food.
When winter arrives, they find a cave or a and go to sleep. Their the food they ate keeps them During hibernation, they are slows down while they are . enough to respond to .
Fold
Hibernating bears
A bear eating lots of food before the winter
Name
53
and the fat from
A bear hibernating in a hole in a tree in winter. His heart is beating more slowly.

A: A habitat is the place where an animal or a plant lives because it has everything the animal or plant needs to survive.
Q: What is a habitat?
Q: What happens when a habitat changes?
A: When a habitat changes a lot, it stops giving an animal or a plant everything it needs to survive. The animals or plants have to move or die.
Q: Why do spiders live in webs?
A: Spiders make webs to catch food. They eat flying insects, so they make their webs in places where insects like to fly.
Q: Where do otters sleep?
A: Otters sleep on their backs on the water.
Q: Why do some bears hibernate in the winter?
A: Some bears hibernate in the winter because they cannot find food.
Q: What do camels store in their humps?
A: They store fat from food in their humps.
54

You will find a quiz on pages 14 and 15 of the Factbook. Here are some ways you could use the quiz: o each activity in turn, with the children working in pairs or threes, checking the answers D as a class before going on to the next activity either immediately or in a future lesson. he children work in small mixed ability teams to complete as many of the answers in the T entire quiz as they can before checking the answers as a class and seeing which team has won keeping this as light-hearted as possible, of course! he children work in pairs or threes to complete as many of the answers in the entire quiz as T they can before checking the answers as a class. The children work individually on the entire quiz and then compare their answers in pairs or threes before checking them as a class. Exploit the quiz as extension activities for your fast finishers.

2 a) 3 e) 4 b) 5 d)
Activity 2
1. Trees. Because the others are things that can change a habitat. 2. Dam. Because the others are animals. 3. Rainforest. Because the others are things that animals need.
Activity 3
1. fat 2. winter 3. backs
Activity 4
1. Koalas, eucalyptus 2. animal, plant 3. chimpanzees, habitat 4. hexagonal
55
Why Do Volcanoes Erupt?

Topic 1: Our changing world
Key language
change shape erosion erupt volcano sand vent lava volcanic eruption continent
What you need

ocks, stones and sand R
from your local area.

ny of the above from A
other areas.
First ideas
ictures showing P
erosion or interesting rock formations in your region or country.

picture of a volcano. A globe or map of the A

world.
copy of worksheet A
Before reading
Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Show the children the picture of the volcano and ask the children Do you know what is special about this mountain? Its called a volcano. Is it quiet? No, there is a volcanic eruption. Look at all the steam and this red liquid is called lava. Is it hot or cold? Yes, it is very, very hot. It is so hot that the rock melts. Check also that the children have the vocabulary to describe your rocks, stones and sand.
Our changing world 1, preferably photocopied onto thin card, for every child.
dditional activity: A A
copy of worksheet Our changing world 2 for every child.
Reading
Read pages 4 and 6, Why do volcanoes erupt? on page 7, The Himalayas on page 8, Sand from rocks on page 9, Pangaea on page 10 and One big continent: Alfred Wegener on page 13 of the Factbook, pausing to discuss and clarify the concepts, for example, by rubbing two soft rocks together to demonstrate how sand is formed. Alternatively, play the CD (tracks 27, 28, 29, 30 and 31) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
56
After reading
Talk about your local region / country with the children: Do you know how it has changed over millions of years? What continent are you on? Look at your globe or world map and ask Can you imagine your continent attached to others? Look at the illustration on page 13 of the Factbook and ask: Where is your continent/ region? This discussion could develop into a local geology project where you gather information about how the landscape in your region/country was formed. They could consider: Is erosion an issue locally? Is land being lost to the sea, or soil being blown away?
Worksheet: ur changing world 1

The children cut out the continents and see how they fit together, looking at page 13 in the Factbook for help. Encourage them to move them together and apart again.
Worksheet: ur changing world 2 A. Ask the children to look at the gapped text in pairs and to try and predict/
remember what the missing words might be with Factbooks closed. Then tell them to listen and fill in the gaps. Play the CD (track 27) or read the text on page 4 of the Factbook more than once. Write the first and last letters of each word in the gaps before photocopying. White out one or two more words from each text. Ask the children to compare in pairs before getting them to check in the Factbook and/or giving them the answers.
Answers:
A. water, rocks, wind, waves, big B. continent, million, seven
B. Repeat the same procedure, this time with the Pangaea text on page 10 of the
Factbook (track 30).
Classroom display: Use your examples to start a classroom display of

interesting rocks. Write labels for your examples, stating where they came from and what they are, if known. Invite children to bring in specimens from home, with their parents permission, and help them to write appropriate labels.
Useful links
For a fun activity making a home-made volcano go to: http://www.planet-science.com/outthere/index.html?page=/outthere/earth/ volcano.html
57
Cut out the continents and see how they fit together. Look at page 13 in the Factbook to help you.
Name
Worksheet: Our changing world 1
58
Name
Worksheet: Our changing world 2

Look at the gaps. Talk to your partner. What are the missing words? Now listen and write the words.
A: Why do rocks change shape?

Wind, and ice change the shape of . The can make holes in rocks and the of the sea can make cliffs on the coastline. This process is called erosion, but it takes millions of years to make changes.
B: Pangaea
A very long time ago, Earth was one huge started breaking up about 220 continents. that we now call Pangaea. Pangaea years ago and now there are
59
Topic 2: Fossils
Key language
impression fossil
What you need

ptional: Some fossils. O odelling clay. M odel dinosaurs. M lant materials. P
First ideas

Before reading
Here is an example of how you might introduce the key language, writing new vocabulary on the board throughout: Show the children your model dinosaurs and ask What are these? Ask volunteers to make impressions of the dinosaurs feet in your modelling clay. Tell the children how dinosaurs and other plants and animals that lived a very long time ago sometimes made impressions like this in soft earth. Then sometimes the soft earth became hard rock. Ask the children what you get then and elicit or teach the word fossil. Show the children your fossils if you have some. Ask them if they have ever found a fossil, or seen one before, perhaps in a museum.
Reading
Read page 5 of the Factbook, pausing to discuss and clarify the concepts, for example, by contrasting the softness of the modelling material with the hardness of the rock containing your fossils. Alternatively, play the CD (track 28) instead of reading, pausing where necessary. The children could then reread the section to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
After reading
Put the children into pairs and give out the modelling clay and plant materials. The children take it in turns to make fossil-like impressions. Circulate and talk to the children, recycling vocabulary from the Factbook.
Useful links
For a fun internet game building fossil bones into creatures go to: http://www.bbc.co.uk/sn/prehistoric_life/games/skeleton_jigsaw/
60
Topic 3: Under the earth

Key language
coal metal iron ore sapphire gold silver copper stalagmites mineral stalactites
What you need

picture of miners or a A
mine.
piece of coal or a A
First ideas
picture of coal or a coal fire.

ictures of or things P
made out of gold, silver and copper.

ictures of gemstones P

that come from under the earth, including sapphires.

jug of water and bowl. A
Before reading
Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Show the children your picture of a mine or miners and ask What do people look for and dig out from under the earth? Accept answers in L1 if necessary, and if possible relate these to your pictures and teach the words in English. Tell the children they are going to read about some things that are found under the earth.
Material to protect furniture and mop up spills.

xtra board pens. E copy of the worksheet A
Reading
Read What are minerals and metals? on page 7, Sapphire on page 8 and Stalactites and stalagmites on page 9 of the Factbook, pausing to discuss and clarify the concepts, for example, by dripping water very slowly from your jug. Alternatively, play the CD (tracks 28 and 29) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
How many things can you find that come from under the ground? for every child.
A notice board and materials for making pictures and/or posters.
61
After reading
Put the children into pairs and give them a copy of the worksheet. Go through the instructions with them, writing one or two examples on the board. Include an example of something you wouldnt expect the children to know in English and do a little drawing instead. Give them five minutes to go round the classroom and/or playground, recording in words and drawings all the things they can find that have come from under the earth or are made from things that have come from under the earth, for example, metal objects. Then gather the children round the board and get them to write or draw all the things they have found. When they have finished (and of course there will be duplications), talk about what is on the board, correcting any misspellings and supplying any English words that you think would be useful for them at this stage. The children add any items they didnt find or think of at the bottom of their worksheets. Finally, rub out all the duplications and, with the class, count how many items you found. The children write the number on their worksheets.
Poster making / artwork: Prepare an empty notice board with the heading
Under the Earth. Tell the children you want them to produce pictures and/or posters to fill the notice board. Make one or two suggestions and write them on the board, for example, pictures of metal machines, designs for amazing gold, copper and sapphire jewellery, paintings of a coal fire on black paper, or an underground scene with stalactites and stalagmites. Get the children to compare ideas in small groups before telling you what they want to do. They could look in the Factbook for further ideas.
62
Name
Worksheet: How many things can you

find that come from under the ground?
How many things can you find that: come from under the ground? or are made from things that come from under the ground? Write or draw the things you find here.
Write and draw the things other people found here.
The class found
things.
63

Q: Why do rocks change shape? A: Wind, water and ice change the shape of rocks. This process is called erosion.
Q: What is a fossil?
A: A fossil is the impression in rock of something that lived a very long time ago.
Q: How are mountains made?
A: When two pieces of rock move and collide, they make mountains.
Q: Why do volcanoes erupt?
A: Deep inside the Earth it is very hot so hot that rocks melt to become a liquid called lava. When the lava breaks through a vent, this is a volcanic eruption.
Q: What are minerals?
A: Minerals are compounds that are formed by rocks that are very hot or heavy.
Q: What are stalactites and stalagmites made of?
A: They are made of minerals from dripping water.
Q: Where does sand come from?
A: Sand comes from rocks. The wind and sea throw the small rocks about and they become sand.
64

You will find a quiz on pages 14 and 15 of the Factbook. Here are some ways you could use the quiz: o each activity in turn, with the children working in pairs or threes, checking the answers as a class D before going on to the next activity either immediately or in a future lesson. he children work in small mixed ability teams to complete as many of the answers in the entire quiz T as they can before checking the answers as a class and seeing which team has won keeping this as light-hearted as possible, of course! he children work in pairs or threes to complete as many of the answers in the entire quiz as they can T before checking the answers as a class. The children work individually on the entire quiz and then compare their answers in pairs or threes before checking them as a class. Exploit the quiz as extension activities for your fast finishers.

1. Coal. Because all the others are metals. 2. Tree. Because you find all the others in caves. 3. Dinosaur. Because the others are all types of rocks. 4. Coal. Because the others are all things that cause erosion.
Activity 2
2 c) 3 b) 4 a)
Activity 3
1
s t a
2
g e
l a c t
o l o g
s i l v e
i t e
i s t
Activity 4
Pupils own ideas, for example, fossils, coal, iron, gold, silver, copper, lava, sapphire, stalactites, stalagmites 65

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Thanks and Acknowledgements

Why Do Magnets Attract?

Why Do the Stars Shine?

Why Do Spiders Live In Webs?

Why Do Volcanoes Erupt?

Why are the book titles all questions?

When should I use the books?

How should I introduce the books in class?

Mixed ability teaching

Why Do Swings Swing?

What you need

Mixed ability teaching

and some rough material for each small group.

you need for the experiment.

What you need

Experiment record sheet

Here are Our results:

Our car went fastest on Our car went slowest on

What I thought of this experiment:

Cambridge University Press 2010 PHOTOCOPIABLE

What you need

different kinds of paper and fabric.

Mixed ability teaching

you need for the experiment.

Cars and aeroplanes: Some children may be particularly interested in cars or

Experiment: Can we make a good parachute for a toy?

What you need

for each small group or pair of children.

each small group or pair of children.

cotton and wool.

Experiment record sheet

What I thought of this experiment:

Cambridge University Press 2010 PHOTOCOPIABLE

What you need

opener and a hole punch.

catalogues containing pictures of machines.

Mixed ability teaching

Childrens construction kits and scrap materials.

Cambridge University Press 2010 PHOTOCOPIABLE

Simplified questions and answers

Q: Why do balls stop rolling?

A: Balls stop rolling because friction slows them down.

Q: Why do swings stop swinging?

Q: What makes things change direction?

Q: How do machines help us to move things?

A: Machines can turn weak forces into strong forces.

Q: Why do things fall down?

Q: How does a parachute work?

Q: How do bicycle brakes work?

Cambridge University Press 2010 PHOTOCOPIABLE

Its quiz time! ideas and answers

Answer key Activity 1

Why Do Magnets Attract?

What you need

Mixed ability teaching

also What you need for the experiment.

What you need

Experiment record sheet

Things we think are magnetic

Things we think are not magnetic

of our predictions were right. of our predictions were wrong.

What I thought of this experiment: