Science scheme of work for the State of Qatar · 2011-10-18 · scheme of work reflects Qatari...

Science scheme of work

for the State of Qatar

Grades 4 to 6

Developed for the Education Institute by CfBT

2 | Qatar science scheme of work | Grades 4 to 6 © Education Institute 2005


Contents

1 Introduction 5

2 Outline of the units for each grade 7

3 Units of work: Grades 4 to 6 35

Grade 4 41

Grade 5 119

Grade 6 207

Background to this document

The new Curriculum Standards for Arabic, English, mathematics and science lie at the heart of Qatar’s education reforms. The standards draw on international expectations for what students should know, understand and be able to do at each stage of their schooling.

The new standards were introduced into Qatar’s Independent Schools in September 2004.

This optional scheme of work for science is a long-term teaching plan. It consists of units of work for each grade showing how the standards can be taught. It has been developed by the Centre for British Teachers (CfBT), who also developed the standards, guided by the staff of the Education Institute.

Local curriculum specialists and teachers have helped to ensure that the scheme of work reflects Qatari values and culture and is relevant to the needs and interests of Qatari students.

The complete scheme of work covers Grades 1 to 12. This document contains the materials for Grades 4 to 6. Similar documents contain the science scheme of work for other grades.


Acknowledgements The questions on the assessment pages include some that are based on or are adapted from the National Curriculum tests for England or released items used in the international tests TIMSS (1993) or TIMSS-R (1998), or example items for TIMSS 2003, all published by the International Association for the Evaluation of Educational Achievement, The Hague, Belgium. The activities in the science scheme of work for Grades 4 to 6 include some drawn from materials published by the Department for Education and Skills, England. We are grateful to the Qualifications and Curriculum Authority for England and the Department for Education and Skills for agreeing that these examples may be used. Some of the activities include diagrams based on diagrams from other sources. The sources of such diagrams are acknowledged on the pages where they appear. We are grateful to those individuals, companies and institutions who have agreed that their diagrams may be used in this publication. The ‘Telling the time’ teaching activities in Unit 4E.1 are adapted from ideas developed by the University of York Science Education Group for the ‘Exploring Design and Technology’ pack, published by the Science Museum, London, in 1996.

Disclaimer

We are not responsible for the actual content of any materials suggested as information sources in this document, whether they be printed publications or on a website. We have checked all the website references at the time of writing but the constantly changing nature of the Internet means that some sites may alter at a later date. We have made every effort to trace all copyright holders. We apologise for any acknowledgement omissions and welcome any additions or amendments for inclusion in any reprint.

Conventions used The spelling conventions used in the scheme of work are based on standard British English.

The units of measurement and abbreviations used in the scheme of work are the Système Internationale (SI) units. They are written in their internationally recognised form: for example, the word centimetre and its abbreviation cm are used. Thin spaces, not commas, are used to separate groups of three digits in numbers with more than four digits: for example, 48 746, not 48,746.

Numbers and symbols are written using Roman or Greek script. Equations and formulae are presented from left to right.

Schools will need to make their own decisions about spelling conventions and how numbers, symbols, equations and formulae are presented to students in lessons and learning resources, taking account of the language of instruction and the age of the students.


1

Introduction

This introductory section is intended to give some guidance about how schools might use the scheme of work.

Decisions about how best to teach the curriculum standards are left to schools. Each school can develop its own policies for lesson planning, teaching and learning, and assessment, so that as many students as possible achieve the standards expected for their grade.

There is no requirement for Independent Schools to use the scheme of work. Schools may use as little or as much of it as they find helpful, supplementing the materials or adapting them where appropriate to meet their students’ needs and the teaching time that they have available.

A scheme of work The cycle of planning, teaching and assessment is a continuous one. Good teaching is based on good planning, and good planning is informed by effective assessment.

Assessment

Planning

Teaching

The Qatar scheme of work for Grades 1 to 12 is a long-term plan to help schools to achieve the aims for science, stated in the Introduction to the

standards. It interprets the new Curriculum Standards and translates them into coherent, manageable teaching units, typically 6 to 12 hours of work.

The scheme shows how the units can be distributed within each grade and across grades in a sequence that promotes continuity and progression in students’ learning. The units then act as a guide to teachers when they create their lesson plans.

Modifying the scheme of work

Adding further material

There is no right or wrong way to present a scheme of work: it can be set out in any way that is useful to teachers.

Schools that choose to use the scheme of work may decide to add further details to it, such as:

• extra notes to help teachers to interpret the scheme of work: for example, teaching points, references to ICT, common misunderstandings, suggestions for extension activities and for homework;

• more ideas for differentiated activities to cater for students who are very able or who need extra support;

• further assessment activities to help teachers to judge students’ progress;

• suggestions for links that can be made across subjects such as Arabic and English, or science and mathematics;

• out-of-school activities that can enhance learning in school.

Changing parts of the scheme of work

Some schools may decide to modify the whole scheme of work, the units for one or more grades, or particular units. Some possible modifications are to:

• emphasise or expand particular parts of the scheme;

• vary contexts, resources or activities to take account of the different interests of boys and girls;


• add to one or more units some objectives based on standards for a higher grade in order to give students opportunities to progress more rapidly;

• identify the essential supporting standards that need to be taught before the grade-specific standards;

• give students more time for particular aspects of the scheme, or opportunities to revisit knowledge and skills in different contexts;

• adapt activities to provide greater support for students with difficulties in language or literacy, or for students who are being taught in English.

The support provided for students with difficulties in language and literacy or who are being taught in English could include:

• reducing the amount of written work and reading;

• giving students the opportunity to clarify their ideas through discussion, the use of diagrams and other visual aids, and the use of scientific apparatus, rather than relying on written materials.

There is more advice on teaching science in the medium of English later in this document (see page 39).

Reviewing an existing scheme of work Some schools may already have a scheme of work that they have developed. These schools may want to review their scheme of work and supplement it with parts of the scheme of work in this document.

Some questions to ask when reviewing an existing scheme of work are as follows.

• How firmly is the scheme linked to the standards?

• Does it build up concepts in an organised, systematic and rigorous way?

• Does it identify what students are expected to learn, and how students’ learning may be assessed?

• Does it describe appropriate teaching and learning activities? Are the activities linked to the learning that they are intended to promote?

• Does the scheme provide opportunities to develop ICT skills and, where appropriate, links with other subjects, such as mathematics?

• Are the resources needed to teach the scheme identified? Are these resources appropriate to the age and ability of the students?

• Does the scheme indicate the time needed to teach each unit, consistent with your school’s timetable for science?

• Is there enough detail in the scheme to help teachers when they plan lessons?

• Does the scheme allow for some flexibility when it is used?


2

Outline of the units for each grade

Content of the scheme of work The Qatar scheme of work for science:

• draws the standards together into coherent, manageable teaching units;

• indicates the approximate number of teaching hours for each unit;

• orders the units across two semesters of the school year so that they build on preceding work, link with other units and prepare students for the next grade;

• develops sufficient detail in each unit about what to teach and how to teach it for teachers to be able to create a series of lesson plans from it.

The flow of the units reflects continuity and progression in students’ learning throughout the school year. The sequence provides one or more opportunities to revisit particular standards or groups of standards throughout the course of the year. This gives students the chance to consolidate their learning in a range of contexts and to make connections between different aspects of the subject.

The example diagram above right shows how units of work are organised and sequenced in the scheme of work for Grade 4.

The diagrams sequence units within content strands of the science standards (life science, materials, Earth and space, and physical processes). It is left to schools to determine the first unit to be undertaken in a grade and whether or not to do to more than one unit in a content strand before teaching a unit from another strand.

Science scheme of work: Grade 4 units 95 hours1st semester49 teaching hours

Unit 4L.0: Preliminary unitIntroduction to grade and revision ofkey ideas from previous grades.2 hours

Life science: 20 hours Materials: 16 hours Physical processes: 13 hours

Unit 4L.1: Diversity of habitats andliving thingsUse of branching keys to identifyorganisms. Habitats and theirinhabitants.10 hours

Unit 4L.2: Protection of habitatsProtection of habitats.8 hours

Earth and space: 0 hours

Unit 4P.0: Preliminary unitIntroduction to grade and revision ofkey ideas from previous grades.2 hours

Unit 4P.1: SoundSounds and how we hear them.11 hours

Unit 4M.0: Preliminary unitIntroduction to grade and revision ofkey ideas from previous grades.2 hours

Unit 4M.1: Solids, liquids and gasesStates of matter. Changes of state.Common gases.10 hours

Unit 4M.2: MetalsUseful properties of metals.4 hours

2nd semester46 hours

Unit 4L.R: Review unitRevision of key ideas from firstsemester.2 hours


Unit 4L.3: Life cycles of animals andplantsLife cycles of animals and reproductivecycle of flowering plants.12 hours

Unit 4L.4: Healthy livingInternal regulation of life processes.Impact of illness, injury and behaviouron life processes.7 hours


Unit 4E.1: Earth and spaceThe Sun. The Earth's movement on itsaxis. Shadows. Day and night.11 hours

Unit 4P.R: Review unitRevision of key ideas from firstsemester.2 hours

Unit 4P.2: Heat and temperatureMeasuring temperature. Conductionand insulation.12 hours

The diagrams summarising the units also indicate the break between the first and second semesters. This is a rough guide only. Schools should carry on teaching the units regardless of when the break occurs.

The diagrams illustrate only one way of grouping the standards and ordering the teaching units for the grades. Schools can decide:

• to use this model in full;

• not to use the model; or

• to customise individual units or vary the order to suit their own circumstances.

9 | Qatar science scheme of work | Outline of units © Education Institute 2005



Unit 1L.1: Characteristics of living thingsCommon features of living things.10 hours

Unit 1.0: Introductory unit

8 hours

Unit 1 M.1: Identifying materials and their usesIdentification, physical properties and uses ofcommon materials.12 hours


UNIT 1 P.1: Sensing heat and lightUse of senses, sources of heat and light, andorgans used for detection.8 hours

Unit 1P.2: Sensing soundUse of senses, sources of sound, and organsused for detection.7 hours

Unit 1L.R: Review unitRevision of key ideas from first semester.1 hour

Unit 1M.R: Review unitRevision of key ideas from first semester.1 hour

Unit 1M.2: Classifying materialsClassifying objects according to the material fromwhich they are made. Multiple uses of a material.12 hours

Unit 1P.R: Review unitRevision of key ideas from first semester.1 hour

Unit 1P.3: Moving thingsMovement of objects, including pushes and pulls.11 hours


Unit 1L.3: HabitatsVariety and vulnerability of habitats.10 hours

Unit 1L.2: Changes to organisms over timeHow organisms change with seasons and age.8 hours




Unit 2L.0: Preliminary unitIntroduction to grade and revision of key ideasfrom previous grade.2 hours

Unit 2M.0: Preliminary unitIntroduction to grade and revision of key ideasfrom previous grade.2 hours

Unit 2M.1: Properties of materialsDescription, classification and uses of materials.8 hours


Unit 2P.0: Preliminary unitIntroduction to grade and revision of key ideasfrom previous grade.2 hours

Unit 2P.1: ForcesIdentification and exploration of forces. Effect offorce on speed.12 hours

Unit 2L.R: Review unitRevision of key ideas from first semester.2 hour

Unit 2M.R: Review unitRevision of key ideas from first semester.2 hour

Unit 2M.3: Changing materialsProperties of common materials. Permanent andtemporary changes to materials.6 hours

Unit 2P.R: Review unitRevision of key ideas from first semester.1 hour

Unit 2P.2: ElectricityIdentification and use of common electricaldevices. Simple circuits and batteries.12 hours


Unit 2L.4: Care of the environmentCare of the environment, including the efforts oflocal industry.7 hours

Unit 2L.3: HabitatsRelationship between organisms' characteristicsand their environment.9 hours

Unit 2L.1: Animal body partsIdentification and purpose of visible body parts.8 hours

Unit 2L.2: PlantsCycle of seed to flowering plant. Water and plants.6 hours

Unit 2M.2: Investigating materialsInvestigation of materials.7 hours

Unit 2M.4: Natural and synthetic materialsPermanent and temporary changes to natural andsynthetic materials.4 hours




Unit 3L.0: Preliminary unitIntroduction to grade and revision of key ideasfrom previous grades.2 hours

Unit 3M.0: Preliminary unitIntroduction to grade and revision of key ideasfrom previous grades.2 hours

Unit 3M.1: Comparing materialsComparison, identification and classification ofmaterials by physical properties. Variety of uses ofsome materials.10 hours


Unit 3P.0v: Preliminary unitIntroduction to grade and revision of key ideasfrom previous grades.2 hours

Unit 3P.1: Forces, magnets and springsSize and direction of forces. Magnets and springs.11 hours

Unit 3L.R: Review unitRevision of key ideas from first semester.2 hours

Unit 3M.R: Review unitRevision of key ideas from first semester.2 hours

Unit 3M.2: Investigating materialsRelationship between materials' properties andtheir uses. Testing materials.10 hours

Unit 3P.R: Review unitRevision of key ideas from first semester.2 hours

Unit 3P.2: Shadows, mirrors and magnifiersRelationship between light and transparent/opaque materials. Shapes of shadows. Magnifiers.14 hours


Unit 3L.4: Body parts and functionsFunctions of internal body parts of humans andother animals. Heart rate and exercise.12 hours

Unit 3L.1: Classification of plants and animalsRecognising and grouping plants and animals.7 hours

Unit 3L.2: Growing living thingsFactors affecting growth of green plants.7 hours

Unit 3L.3: Micro-organismsClassification of micro-organisms.4 hours



Unit 5L.0: Preliminary unitIntroduction to grade and revision ofkey ideas from previous grades.1 hour


Unit 5L.1: Staying aliveBasic needs of living things. Growthand reproduction.6 hours

Unit 5L.2: Life cyclesComparison of life cycles of humansand other mammals.6 hours


Unit 5L.3: Food chainsHerbivores, carnivores and omnivores.Food chains in different ecosystems.6 hours

Unit 5M.0: Preliminary unitIntroduction to grade and revision ofkey ideas from previous grades.1 hour

Unit 5M.1: WaterThe water cycle. Water as a solvent.Drinking water and waste water.10 hours

Unit 5P.0: Preliminary unitIntroduction to grade and revision ofkey ideas from previous grades.1 hour

Unit 5P.1: Static electricityElectrostatic charge. Repulsion andattraction.6 hours

Unit 5P.2: MovementMeasuring speed. Changing speed.6 hours

Unit 5P.3: FrictionMeasuring forces. Friction betweensurfaces. Water and air resistance.11 hours


Science scheme of work: Grade 5 units 107 hours2nd semester53 teaching hours

Unit 5L.R: Review unitRevision of key ideas from firstsemester.1 hour


Unit 5L.4: FoodFood as an energy source. Balanceddiet. Food requirements for differentlifestyles.8 hours

Unit 5L.5: VertebratesFeatures of different vertebrate groups.Variation.8 hours


Unit 5.R: Review unitRevision of key ideas from firstsemester.1 hour

Unit 5M.2: Making things bychanging materialsMaking and testing useful materials.Mixing and cooking materials in thekitchen. Classifying changes.10 hours

Unit 5P.R: Review unitRevision of key ideas from firstsemester.1 hour

Unit 5P.4: Magnetic forcesMagnetic attraction and repulsion.5 hours

Unit 5P.5: Making electrical circuitsSimple circuits. Effect of cells in series.8 hours

Unit 5E.0: Preliminary unitIntroduction to grade and revision ofkey ideas from previous grade.1 hour

Unit 5E.1: Rocks and how we usethemComparing different kinds of rocks.Using rocks. Soil formation. Differentkinds of soil.10 hours





Unit 6L.1: CellsPlant and animal cell structure. Tissuesand organs.6 hours

Unit 6L.2: Harmful micro-organismsCommon illnesses caused by micro-organisms. Spoiling of food.6 hours



Unit 6M.1: SolubilityDifferences in solubility. Uses ofdifferent solvents.7 hours

Unit 6P.0: Review unitIntroduction to grade and revision ofkey ideas from previous grades.1 hour

Unit 6P.1: Different kinds of forcesContact forces and forces that act at adistance. Gravity. Mass and weight.8 hours


Unit 6E.1: Movement of the Earth andthe MoonPhases of the Moon. Day and night.Seasons. Tides. Eclipses.12 hours

Unit 6L.3: ClassificationMajor groups of animals and plants.Using branching keys.6 hours

Unit 6M.2: Making pure substancesfrom mixturesRecovery of the solute and solvent.Everyday examples of filtration.6 hours



Unit 6.R: Review unitRevision of key ideas from firstsemester.1 hour


Unit 6L.4: Teeth and eatingDigestive system. Teeth and toothdecay.8 hours

Unit 6L.5: Organs and systemsFunction of human organs. Puberty andreproductive organs. Organs of plants.Structure of a flower.8 hours


Unit 6M.R: Revision unitRevision of key ideas from firstsemester.1 hour

Unit 6M.3: Changing materialsChemical change. Reversible andirreversible changes.9 hours


Unit 6P.2: LightPropagation, absorption and reflectionof light.11 hours

Unit 6M.4: Heating and burningBurning and action of heat onsubstances. Temporary and permanentchanges.7 hours

Unit 6P.3: The effects of forcesForces and changes of shape andmovement. Terminal velocity.6 hours



Unit 7LS.0: Preliminary unitIntroduction to grade and revision ofkey ideas from previous grades.1 hour


Unit 7L.1: Specialised cellsFunctions of parts of a cell. Specialisedcells.7 hours

Unit 7L.2: Human reproductionMale and female reproductive systems.Pregnancy. Development and birth of ababy. Care of a newborn baby.8 hours



Unit 7M.1: Particulate nature ofmatterEvidence for particles. Explanation ofcommon phenomena in terms ofparticles.10 hours


Unit 7P.1: Measurement and densityMeasurement of mass and length.Floating and sinking. Calculatingdensity.8 hours

Unit 7L.3: VariationInherited and environmental variation.Selective breeding.7 hours

Unit 7M.2: Mixtures, compounds andelementsSeparation of mixtures. Characteristicsof pure materials. Elements and theformation of compounds.10 hours

Unit 7P.2: ElectrostaticsPositive and negative charge. Pointdischarge and lightning.7 hours

Unit 7P.3: MagnetismMagnetic materials. Earth's magneticfield. Magnetic poles and lines of force.8 hours





Unit 7L.4: Growing plantsWater and nutrient uptake in plants.Nutrients required for plant growth.7 hours

Unit 7L.5: SoilRole of micro-organisms in nitrogenfixation, soil decomposition andrecycling nutrients.6 hours


Unit 7M.R: Review unitRevision of key ideas from firstsemester.1 hour

Unit 7M.3: CombustionBurning. Composition of air. Propertiesof nitrogen and oxygen.7 hours


Unit 7P.4: The effects of forcesEffects of forces. Gravitationalattraction. Balanced forces. Centre ofgravity and stability.9 hours

Unit 7M.4: AcidityAcids and alkalis. Neutralisation. pHscale and indicators. Action of acids oncarbonates.8 hours

Unit 7P.5: Electrical circuitsSeries and parallel circuits. Hazards ofmains electricity.9 hours

Unit 7L.6: Food websFood webs and food chains in differentecosystems. Impact of humans andenvironmental change on food webs.8 hours

Unit 7E.0: Preliminary unitIntroduction to grade and revision ofkey ideas from previous grades.1 hour

Unit 7E.1: Origins and properties ofrocksStructure of the Earth. Formation andproperties of igneous, sedimentary andmetamorphic rocks. Minerals.Geological timescale.10 hours





Unit 8L.1: Gas exchangeStructure and function of lungs. Effectof smoking. Red and white blood cells.8 hours

Unit 8L.2: CirculationStructure and function of heart.Circulation and blood vessels.8 hours



Unit 8M.1: Atoms and moleculesAtoms and molecules. Elements andcompounds. Chemical symbols andequations.7 hours


Unit 8P.1: EnergyForms of energy. Energytransformation. Measuring energy.10 hours

Unit 8M.2: MetalsReactivity series. Corrosion. Action ofacids and the properties of hydrogen.9 hours

Unit 8P.2: ElectromagnetismElectromagnets and motors.8 hours

Unit 8L.3: Micro-organisms and foodMicro-organisms in food, wine and beerproduction.5 hours

Unit 8E.0: Preliminary unitIntroduction to grade and revision ofkey ideas from previous grades.1 hour

Unit 8E.1: The Solar SystemThe Sun, stars and planets.8 hours





Unit 8L.4: PhotosynthesisChlorophyll and chloroplasts. Processof photosynthesis.7 hours

Unit 8L.5: Feeding relationshipsPyramids of number and biomass.Accumulation of toxins in a food chain.7 hours



Unit 8M.3: Uses of metalsMetals and non-metals. Properties anduses of metals. Occurrence andextraction of metals.10 hours


Unit 8P.3: Heat and temperatureTemperature scales. Heat capacity.Conduction, convection and radiation.12 hours

Unit 8M.4: SaltsPreparation and uses of common salts.9 hours

Unit 8P.4: LightLight intensity. Reflection, refractionand dispersion. Colour.12 hours

Unit 8L.6: DigestionStructure and function of digestivesystem. Process of digestion. Role ofenzymes in digestion.8 hours





Unit 9L.1: Cell activityCell division. Movement of substancesin and out of cells by diffusion andosmosis.8 hours

Unit 9L.2: Respiration andphotosynthesisAerobic respiration in plants andanimals. Comparison of respiration andphotosynthesis.11 hours



Unit 9M.1: Atomic and molecularstructureStructure of the atom. Covalent andionic bond formation. Metallic bonding.Valency. Structure and properties ofcompounds.12 hours


Unit 9P.1: PressurePressure in solids, liquids and gases.Pneumatics and hydraulics.6 hours

Unit 9M.2: PollutionCauses and effects of air and waterpollution. Local and global pollutionissues.12 hours

Unit 9P.2: Electricity and energyPotential difference and resistance.Ohm's law. Potential difference andenergy. Electricity generation,transmission and use. Electrical energyand power.12 hours

Unit 9L.3: Disease and micro-organismsMicro-organisms and disease. Functionof antibodies, antibiotics andvaccination.10 hours

Unit 9P.3: WavesTransmission of energy in longitudinaland transverse waves. Velocity,frequency and wavelength. Reflectionand refraction.12 hours

Unit 9P.4: The electromagneticspectrumElectromagnetic radiation and theelectromagnetic spectrum. Properties ofdifferent forms of radiation.4 hours





Unit 9L.4: MovementBones and joints of human skeleton.Antagonistic muscle action.6 hours

Unit 9L.5: InheritanceSexual and asexual reproduction.Cloning and genetic engineering.Inheritance of sex. DNA, genes andalleles. Inherited disorders. Evolution.12 hours



Unit 9M.3: Energy resourcesEndo- and exothermic changes.Reaction energy profiles. Origins anduse of fossil fuels.10 hours


Unit 9P.5: Moments and leversWork. The lever and other simplemachines. Moments.9 hours

Unit 9M.4: PolymersNatural and synthetic polymers andtheir uses. Cement and concrete. Clayand ceramics.12 hours

Unit 9P.6: StructuresCompressive and tensile strength ofmaterials. Use of materials in buildingsand bridges.7 hours

Unit 9L.6: Hormones and nervesHomeostasis and role of hormones.Nervous system and types of nerves.Structure of human eye and ear.11 hours

Unit 9E.1: The visible UniverseStars and galaxies. Creation, life anddeath of stars. Planetary formation.Evolution of the Universe.12 hours

Unit 9P.7: SoundSound transmission in air and othermedia. Functioning of the ear.8 hours


Science scheme of work: Grade 10 foundation units 178 hours1st semester83 teaching hours

Unit 10FB.0: Revision unitRevision of key ideas from Grade 9.1 hour

Biology: 28 hours Chemistry: 25 hours Physics: 30 hours

Unit 10FB.1: Biologically important moleculesStructure of some biological molecules. Chemicaltests for proteins, sugars and starch.Chromatography and electrophoresis.12 hours

Unit 10FB.2: Cell ultrastructureProkaryotic and eukaryotic cells. Cell organelles andtheir functions.9 hours

Unit 10FC.0: Revision unitRevision of key ideas from Grade 9.1 hour

Unit 10FC.1: Structure and bonding in matterStructures of atoms. Atomic and molecular masses.Chemical bonding. States of matter.11 hours

Unit 10FP.0: Revision unitRevision of key ideas from Grade 9.1 hour

Unit 10FP.1: Using physical quantitiesSI units. Precision and accuracy. Assumptions inproblem solving. Vectors and scalars.7 hours

Unit 10FC.2: Water and oilPurification techniques. Properties and fractionationof air. Fractionation of petroleum. Hardness anddistillation of water.6 hours

Unit 10FP.2: Kinematics and mechanicsDisplacement, speed, velocity and acceleration. Effectof forces on an object. Combination and resolution offorces. Frictional and viscous forces.10 hours

Unit 10FB.3: Enzyme actionMechanism of enzyme action. Competitive and non-competitive inhibition. Factors affecting enzymeaction.7 hours

Unit 10FP.3: Behaviour of matterKinetic particle model. Changes of state. Thermalexpansion. Density and pressure. Hydraulics.Flotation.12 hours

Unit 10FC.3: Obtaining chemicalsElectrolysis. Halogens. Metal extraction.Environmental issues and recycling.7 hours


Unit 10FC.7: Reaction ratesFactors affecting the rate of chemical reactions.Reaction rate and kinetic modelling. Catalysis.Equilibria and dynamic reactions.8 hours

Science scheme of work: Grade 10 foundation units 178 hours2nd semester95 teaching hours

Unit 10FB.4: DNA and protein synthesisDNA structure and replication. The genetic code.Protein synthesis, mRNA and tRNA.6 hours


Unit 10FB.5: Variation in populationsChromosomes in diploid and haploid cells. Gametesand sexual reproduction. Environmental and geneticvariation.9 hours

Unit 10FB.6: Human health and diseaseClassification of diseases and illnesses. Endemic,epidemic and pandemic diseases. Diet, lifestyle andhealth.9 hours

Unit 10FC.4: Chemical patternsPeriodicity. Trends in the periodic table (period 3,groups I, II, VII, VIII). Transition metals.8 hours

Unit 10FC.5: Acids and saltsStrong and weak acids and alkalis, pH.Neutralisation, indicators, salts, buffers.9 hours

Unit 10FP.4: Sound and wavesPulses and travelling waves. Longitudinal andtransverse waves. Production and nature of soundwaves. Standing waves and resonance. Musicalinstruments.11 hours

Unit 10FP.5: Magnetism and electrostaticsMagnetic fields of permanent magnets. Ferromagneticmaterials. Forces between electric charges. Electricfields.9 hours

Unit 10FC6: Chemistry in the environmentCarbon, nitrogen and water cycles. Atmospheric andwater pollution. Controlling and reduction ofpollutants. Global warming and climate change.10 hours

Unit 10FP.6: ElectromagnetismCurrent and charge. Conductors, semiconductors andinsulators. Electromagnetic force. DC motor. Halleffect.10 hours

Unit 10FB.7: Ecosystems: energy flow andmicro-organismsEnergy flow in food chains and food webs. Micro-organisms and recycling. Nitrogen-fixing bacteriaand mutualism.6 hours


Unit 11FC.3: Electrochemical cellsCell potentials and electrochemical cells.Environmental issues and rechargeable cells.10 hours


Unit 11FB.0: Revision unitRevision of key ideas from Grade 10.3 hours


Unit 11FB.1: Linking cell structures to functionMitochondria, ATP and biochemistry of aerobicrespiration. Cell membrane structure and transport.9 hours

Unit11FB.2: Human transport systemHuman blood system, heart structure and function.Blood vessels and red blood cells.10 hours

Unit 11FC.0: Revision unitRevision of key ideas from Grade 10.3 hours

Unit 11FC.1: Obtaining chemicals revisitedHaber process, nitric acid and fertilisers. Sulfur andthe contact process. Limestone and cement.10 hours

Unit 11FP.0: Revision unitRevision of key ideas from Grade 10.3 hours

Unit 11FP.1: Movement and forcesNewton's laws of motion. Mass and weight. Force,mass and acceleration. Inertial and gravitationalmass. Momentum conservation.15 hours

Unit 11FC.2: MetalsReactivity series of metals. Alloys. Oxidation andreduction.7 hours

Unit 11FP2: Temperature and heatThermal energy transfer and equilibrium. Conduction,convection and radiation. Convection currents andweather. Specific heat capacity and latent heat.11 hours

Unit 11FB.3: Human gas exchange system andhealthGas exchange structures and functions. Exercise,pulse rate and blood pressure. Lung diseases.Effect of smoking.9 hours

Unit 11FP.3: Optics and lightReflection and refraction. Image formation. Long andshort sight. Total internal reflection. Dispersion.11 hours



Unit 11FB.4: Biological basis of InheritanceHomologous chromosomes. Mitosis and meiosis.DNA, genes and variation. Mutations.9 hours


Unit 11FB.5: Diversity of lifeClassification of organisms. Micro-organisms. Cellculture.10 hours

Unit 11FB.6: Ecological relationships andpopulationsInteractions between organisms. Populationdynamics. Human impact on the environment.10 hours

Unit 11FC.4: Reaction rates revisitedExothermic and endothermic reactions. Activationenergy and energy profiles. Catalyst and activationenergies. Bond breaking and making.10 hours

Unit 11FC.5: An introduction to organic chemistryNomenclature, structure, bonding and shape.Alkanes and alkenes. Aliphatic electrophilic andnucleophilic addition and substitution reactions.10 hours

Unit 11FP.4: Current electricityCurrent and charge. Conductors, semiconductors andinsulators. Voltage and resistance. Electrical power.Internal resistance.10 hours

Unit 11FP.5: Electronic control circuitsCapacitors and diodes. Variable resistors and theiruse in potential divider circuits. Logic gates and truthtables. Switches and memory circuits.10 hours

Unit 11FC.6: Some functional groupsAlcohols, halogen compounds, aldehydes andketones, carboxylic acids and their derivatives.10 hours



Unit 12FB.0: Revision unitRevision of key ideas from Grade 11.3 hours


Unit 12FB.1: Introduction to photosynthesisStructure and function of leaf and chloroplasts.Biochemistry of photosynthesis. Factors limitingphotosynthesis.12 hours

Unit 12FB.2: Transport systems indicotyledonous plantsVascular systems of plants. Movement of water,transpiration and translocation.8 hours

Unit 12FC.0: Revision unitRevision of key ideas from Grade 11.2 hours

Unit 12FC.1: Chemical bondingIntermolecular forces. Dative bonding.10 hours

Unit 12FP.0: Revision unitRevision of key ideas from Grade 11.3 hours

Unit 12FP.1: Energy, work and powerWork, force and displacement. Kinetic and potentialenergy. Energy transfer and conservation. Efficiency.Power.12 hours

Unit 12FC.2: Calculating quantitiesPhysical properties related to bonding type.Quantitative treatment of moles, molarity and molarvolume. PV = nRT.13 hours

Unit 12FB.3: Physiological regulation inmammalsHomeostasis. Thermoregulation. Oestrous cycle.Nervous and hormonal control systems.12 hours

Unit 12FP.2: Wave propertiesReflection and refraction. Refractive index. Diffraction,superposition and interference. Doppler effect.Properties and nature of electromagnetic waves.Polarisation of transverse waves.15 hours



Unit 12FB.4: The HIV/AIDS pandemicCauses, transmission and control of HIV/AIDS.Action of antibodies.5 hours


Unit 12FB.5: Genetic inheritance and naturalselectionMonohybrid crosses. Genetic variation. Sex-linkedcharacteristics. Natural selection and evolution.12 hours

Unit 12FB.6: The basis of biotechnologyUses of micro-organisms. Principles of geneticengineering. Arguments for and against GMOs.8 hours

Unit 12FC.3: A closer look at some elementsChemistry of O, S, N, P, C, Si and transition metals.12 hours

Unit 12FC.4: Some arene chemistryComparison of arenes with aliphatic compounds.12 hours

Unit 12FP.3: Electricity generation andtransmissionProduction of induced e.m.f. Magnetic flux. Faraday'sand Lenz's laws. Eddy currents. AC generation. Thetransformer.15 hours

Unit 12FP.4: Nuclear and atomic physicsRutherford scattering. Nuclear model of atom. Nucleartransformations. Nuclear decay and half-life.Properties of nuclear radiations. Uses ofradioisotopes. Nuclear fission and fusion. Cathode raytubes.15 hours

Unit 12FC.5: Giant moleculesAddition and condensation polymerisation. Fats andoils. Natural polymers.11 hours


Science scheme of work: Grade 10 advanced units 179 hours1st semester95 teaching hours

Unit 10AB.0: Revision unitRevision of key ideas from Grade 9.1 hour


Unit 10AB.1: Biologically important moleculesStructure of biological molecules. Chemical tests forproteins, sugars and starch. Chromatography andelectrophoresis.9 hours

Unit 10AB.2: Cell ultrastructureProkaryotic and eukaryotic cells. Cell organelles andtheir functions.5 hours

Unit 10AC.0: Revision unitRevision of key ideas from Grade 9.1 hour

Unit 10AC.1: Structure and bonding in matterStructures of atoms. Atomic and molecular masses.Chemical bonding. Equations. States of matter.11 hours

Unit 10AC.3: Chemical patterns: part 1Periodicity. Trends in the periodic table (period 3,groups I, II, VII, VIII). Transition metals. Reactivityseries of metals. Alloys.9 hours

Unit 10AB.3: Enzyme actionMechanism of enzyme action. Competitive and non-competitive inhibition. Factors affecting enzymeaction.6 hours

Unit 10AB.4: Human transport systemHeart structure and function. Double circulatorysystem. Blood vessels. Red blood cells.9 hours

Unit 10AP.0: Revision unitRevision of key ideas from Grade 9.1 hour

Unit 10AP.1: Handling physical quantitiesSI units. Precision and accuracy. Assumptions inproblem solving. Vectors and scalars.6 hours

Unit 10AP.2: Mechanics and kinematicsDisplacement, speed, velocity and acceleration.Motion graphs. Equations of uniformly acceleratedmotion. Effect of forces on an object. Combinationand resolution of forces. Frictional and viscousforces.8 hours

Unit 10AP.3: Properties of matterKinetic particle model. Differences between solids,liquids and gases. Pressure, freezing, changes ofstate. Thermal expansion. Density and pressure.Hydraulics. Flotation.9 hours

Unit 10AP.4: Waves and soundPulses and travelling waves. Longitudinal andtransverse waves. Wave equation and terminology.Production and nature of sound waves.Transmission and detection of sound. Standingwaves and resonance. Musical instruments.9 hours

Unit 10AC.2: The chemical industryPurification techniques. Properties and fractionationof air. Fractionation of petroleum. Hardness anddistillation of water. Halogens. Metal extraction.Environmental issues and recycling.11 hours


Science scheme of work: Grade 10 advanced units 179 hours2nd semester84 teaching hours

Unit 10AB.5: Human health and diseaseClassification of diseases and illnesses. Endemic,epidemic and pandemic diseases. Diet, lifestyle andhealth.6 hours


Unit 10AB.6: DNA and protein synthesisDNA structure and replication. The genetic code.Protein synthesis, mRNA and tRNA.6 hours

Unit 10AB.7: Inheritance and variationChromosomes in diploid and haploid cells. Gametesand sexual reproduction. Variation in populations.6 hours

Unit 10AC.4: pH and acidspH. Neutralisation, titrations and indicators, salts,buffers. Acids - Brönsted-Lowry theory.8 hours

Unit 10AC.5: Environmental chemistryCarbon, nitrogen and water cycles. Atmospheric andwater pollution. Controlling and reduction ofpollutants. The role of the oceans in climate control.Ozone depletion. Global warming.10 hours

Unit 10AC.6: Reaction kineticsFactors affecting the rate of a chemical reaction.Reaction rate and kinetic modelling. Catalysis.Equilibria and dynamic reactions. Activationenthalpies. Bond making and breaking.10 hours

Unit 10AB.8: Classification and ecologicalrelationshipsClassification of organisms. Food chains and webs.Energy flow in an ecosystem. Micro-organisms andrecycling. Nitrogen-fixing bacteria and mutualism.11 hours

Unit 10AP.5: Light and opticsReflection and refraction. Image formation. Longand short sight. Total internal reflection. Dispersion.8 hours

Unit 10AP.6: Electrostatics and magnetismCharging by friction. Forces between electriccharges. Electric fields. Magnetisation. Magneticfields of permanent magnets. Ferromagneticmaterials.7 hours

Unit 10AP.7: Current electricity andelectromagnetismCurrent and charge. Conductors, semiconductorsand insulators. Voltage and resistance. Resistors inseries and parallel. Electrical power. Internalresistance. Magnetic fields due to currents.Electromagnetic force. DC motor. Hall effect.12 hours



Unit 11AB.0: Revision unitRevision of key ideas from Grade 10.2 hours


Unit 11AB.1: Relating cell structures to functionMitochondria, ATP and the biochemistry of aerobicrespiration. Cell membrane structure and transport.7 hours

Unit 11AB.2: Transport systems indicotyledonous plantsVascular systems of plants. Movement of water,transpiration and translocation.4 hours

Unit 11AC.0: Revision unitRevision of key ideas from Grade 10.3 hours

Unit 11AC.1: Bonding in more detailIntermolecular forces. Dative bonding. Physicalproperties related to bonding type. Electron orbitals.9 hours

Unit 11AC.2: How much is there?Quantitative treatment of moles, molarity and molarvolume. Empirical and molecular formulaecalculations. PV = nRT.9 hours

Unit 11AB.3: Physiological regulation inmammalsHomeostasis. Thermoregulation. Oestrous cycle.Nervous and hormonal control systems.8 hours

Unit 11AP.0: Revision unitRevision of key ideas from Grade 10.1 hour

Unit 11AP.1: Forces and movementNewton's laws of motion. Mass and weight. Centreof gravity. Force, mass and acceleration. Inertial andgravitational mass. Momentum conservation in onedimension. Principle of moments.10 hours

Unit 11AP.2: Work, energy and powerWork, force and displacement. Kinetic and potentialenergy. Energy transfer and conservation.Efficiency. Power.7 hours

Unit 11AB.4: Human gas exchange system andhealthGas exchange structures and functions. Exercise,pulse rate and blood pressure. Lung diseases.Effect of smoking.9 hours

Unit 11AC.3: ElectrochemistryOxidation, reduction and oxidation numbers.Electrochemistry including cell potentials and thereactivity series, half-cells and standard electrodepotentials, quantitative calculations, fuel cells andassociated environmental issues.7 hours

Unit 11AP.3: Thermal physicsThermal energy transfer and equilibrium.Conduction, convection and radiation. Convectioncurrents and weather. Specific heat capacity andlatent heat.10 hours



Unit 11AB.5: Biological basis of inheritanceDNA structure and replication. The genetic code.Protein synthesis, mRNA and tRNA. Chromosomesand reproduction. Mitosis and meiosis. DNA, genesand gametes. Mutations. Monohybrid crosses.Genetic variation. Sex-linked characteristics.11 hours


Unit 11AB.6: Evolution by natural selectionPredation, disease and competition. Diversity andadaptation of species. Selective advantage. Naturalselection and isolation.4 hours

Unit 11AB.7: Ecological relationships andpopulationsFood chains, webs and pyramids of numbers.Energy flow through ecosystems. Interactionsbetween organisms. Factors limiting size ofpopulations.6 hours

Unit 11AC.4: Chemical patterns: part 2Chemistry of O, S, N, P, C, Si and transition metals.6 hours

Unit 11AC.5: Organic chemistryNomenclature, structure, bonding and shape ofalkanes, alkenes and arenes. Aliphatic electrophilicand nucleophilic addition and substitution reactions.Alcohols, halogen compounds, aldehydes andketones, carboxylic acids and their derivatives.Comparison of arenes and aliphatic compounds.Amines and amides.15 hours

Unit 11AC.6: Making and using chemicalsHaber process, nitric acid and fertilisers. Sulfur andthe contact process. Limestone and cement. Additionand condensation polymerisation. Fats and oils.Natural polymers.11 hours

Unit 11AB.8: Microbiology and biotechnologyViruses, bacteria and fungi. Micro-organisms inrecycling. Carbon and nitrogen cycles. Mutualisticrelationships. Micro-organisms in food production.Cell culture techniques. Genetic engineering andrelated moral and ethical issues.9 hours

Unit 11AP.4: Properties of wavesReflection and refraction. Refractive index and wavevelocity. Diffraction, superposition and interference.Doppler effect. Properties and nature ofelectromagnetic waves. Coherence. Polarisation oftransverse waves.9 hours

Unit 11AP.5: Electronic devicesCapacitors and diodes. Variable resistors and theiruse in potential divider circuits. Logic gates and truthtables. Switches and memory circuits.6 hours

Unit 11AP.6: Electromagnetic inductionProduction of induced e.m.f. Magnetic flux.Faraday's and Lenz's laws. Eddy currents. ACgeneration. The transformer.10 hours

Unit 11AP.7: Atomic and nuclear physicsRutherford scattering. Nuclear model of atom.Nuclear transformations. Nuclear decay and half-life.Properties of nuclear radiations. Uses ofradioisotopes. Nuclear fission and fusion. Cathoderay tubes.10 hours



Unit 12AB.0: Revision unitRevision of key ideas from Grade 11.3 hours


Unit 12AB.1: Biological energeticsBiochemistry of anaerobic and aerobic respiration.ATP structure and generation. Biochemistry ofphotosynthesis. Carbon-14 in study ofphotosynthesis.15 hours

Unit 12AB.2: Transport systemsBlood: structure and function. Tissue fluid andlymph. Blood groups and transfusions. Translocationand factors affecting transpiration. Xerophyticadaptations.12 hours

Unit 12AC.0: Revision unitRevision of key ideas from Grade 11.3 hours

Unit 12AC.1: The periodic tablePeriodicity in ionisation energy, electron affinity andelectronegativity. Properties, compounds and trendsin s, p and d block elements. Amphiprotic elements.17 hours

Unit 12AC.2: Rates of reactionRate and equilibrium constants. Rate equations.Arrhenius equation.10 hours

Unit 12AB.3: Control, coordination andhomeostasisEndocrine glands and hormone regulation. Structureand function of kidney. Water balance andtemperature regulation. Structure and function ofneurones and brain. Plant hormones.18 hours

Unit 12AP.0: Revision unitRevision of key ideas from Grade 11.3 hours

Unit 12AP.1: Gravity and circular motionCentripetal acceleration and force. Angular velocity.Gravitational field strength. Newton's law ofgravitation. Satellites in circular orbit. Energy of anorbiting satellite.10 hours

Unit 12AP.2: The nature of matterStress, strain, Young modulus, strength andstiffness. Surface tension and interparticle forces.Fluid flow and pressure. Kinetic particle model forreal and ideal gases. Ideal gas equation andabsolute zero. Relationships between pressure,molecular speed, kinetic energy and temperature inan ideal gas.15 hours

Unit 12AP.3: ThermodynamicsKelvin and Celsius temperature scales. First law ofthermodynamics: energy conservation.Thermodynamic systems: heat, work and internalenergy. Second law of thermodynamics: entropy anddisorder; efficiency of heat engines.11 hours

Unit 12AC.3: Acids and K valuesAcidity, titrations, pH, pKa, Kw, buffers. Ksp.7 hours



Unit 12AB.4: Human immune systemStem cells and monoclonal antibodies. Immunesystem and allergies. Active and passive immunityand vaccination. Antibiotics and bacterial resistance.Cholera, influenza, malaria and TB. Gene therapy.12 hours


Unit 12AB.5: Genetic inheritanceDihybrid crosses. Co-dominance and multiplealleles. Chi-squared test. Human Genome Project.Genetic fingerprinting, screening and counselling.9 hours

Unit 12AB.6: Ecological relationshipsAdaptations of animals to their environment.Population growth dynamics. Ecological succession.Biological control. Conservation and preservationissues.13 hours

Unit 12AC.4: Energy and entropyBorn-Haber cycles. Second law of thermodynamics.Standard entropy and free energy changes.16 hours

Unit 12AC.5: Organic reaction mechanismsShape of aliphatic organic compounds and electronicstructure. Electrophilic and nucleophilic reactionmechanisms.11 hours

Unit 12AC.6: Aromatic organic chemistryNomenclature, structure and bonding of aromaticcompounds. Arene chemistry. Mechanism ofelectrophilic substitution and factors affecting it.Nitroarenes, amines and azo-compounds.11 hours

Unit 12AB.7: BiotechnologyGenetically engineered human insulin. Biosensorsand blood glucose. Monoclonal antibodies.Immobilised enzymes.8 hours

Unit 12AP.4: OscillationsFree oscillations. Simple harmonic motion:equations and graphs for displacement, velocity,acceleration, potential and kinetic energy. Dampedand forced oscillations. Resonance.9 hours

Unit 12AP.5: Electrostatic charge and forceUniform electric field. Coulomb's law for pointcharges. Electric potential, field strength andpotential gradient. Electrical and gravitational fields.Capacitors: charge and energy; combination inseries and in parallel.13 hours

Unit 12AP.6: Quantum and nuclear physicsEmission and absorption spectra. Photoelectriceffect. Quantisation of electron orbital energy.Quantisation of electric charge. Wave-particleduality of electrons. Equivalence of mass andenergy. Schrödinger model of hydrogen atom.14 hours

Unit 12AP.7: Astrophysics and cosmologyThe visible Universe: stars and galaxies; scale andstructure. Very distant objects: look-back time;redshift; universal expansion; the Big Bang;spacetime. Formation and evolution of stars andplanets.15 hours

Unit 12AC.7: Making and using chemicalsEconomics of the alkali industry. Industrial processesversus environment. Exploitation of Qatar's naturalgas.7 hours

Unit 12AC.8: MacromoleculesStructure and function of amino acids, proteins,nucleotides and nucleic acids. Relationships betweenphysical properties of polymers and their structures.Polymer additives, plasticisers, foams.8 hours


3

Units of work: Grades 4 to 6

About the units Each teaching unit focuses on a group of standards. It outlines what teachers should teach, and how. It also indicates the approximate time that it would take to teach the work.

The title page

Each unit has a title page that gives:

• basic information about the unit;

• expectations for what students should achieve by the end of the unit;

• the main resources that will support the work in the unit (excluding textbooks and other learning resources that vary from school to school);

• key vocabulary or technical terms that students need to know and use.

The expectations on the title page can be used to review progress and check whether students are ready to move on to the next unit. They also provide a framework for giving feedback to students or reporting to parents.

Standards for the unit

The second page of each unit shows the standards for the unit. These form the teaching objectives for the unit. They are phrased for teachers, but could be reworded more simply and discussed with students at the beginning of a lesson or sequence of lessons.

The standards for the unit are set out in three columns.

• The centre column contains the relevant standards for the grade. These include all the relevant key standards and should be taught to all students.

• The left-hand column shows supporting standards that will help students who learn more slowly to consolidate what they know, understand and can do. Some of the supporting standards may be non-key or previously taught standards for the relevant grade, but mainly they are drawn from lower grades.

• The right-hand column shows extension standards that challenge more able children and extend what they know, understand and can do. Some of the extension standards may be non-key standards for the relevant grade, but mainly they are drawn from the subsequent grade or even higher grades.

The remaining pages of the unit

Each unit then describes briefly:

• teaching and learning activities, showing:

– how teachers can present the topic to students; – what activities students can do to develop or consolidate the relevant

knowledge, understanding and skills; • suitable assessment activities that students can be given during and at the

end of a topic to assess their learning. For Grades 4 to 6, these can be incorporated in informal oral and practical teaching activities, given for homework or included in a short test.

Space is left in each unit for teachers to add their own notes about which of the school’s learning resources can best support students’ work during the unit, including science apparatus, materials, relevant parts of workbooks or textbooks for students and ICT resources, such as computer software, Internet sites and an interactive whiteboard.


Number of units and teaching time

There are 9 units in Grade 4, 13 in Grade 5 and 13 in Grade 6. Units vary in length from 4 to 12 hours, depending on the topic, and provide a total of about 95 teaching hours per year for Grade 4 and about 105 in Grades 5 and 6. This leaves suitable time for revision and preparation for the national tests.

The units in each grade are grouped in to four strands (life science, materials, Earth and space, and physical processes) corresponding to the four content strands of the science standards. Within each strand the units are numbered. The numbers reflect a suggested teaching order. For each strand there is a preliminary unit (numbered 0). These should be taught before the other units in each strand, normally in the first semester. The preliminary units are assumed to be revision of work covered in a previous grade. Each strand also has a review unit (unit R) that should be taught in semester two before any further units in a strand are undertaken. The review units should recap on the work of semester one and provide a preparation for new work.

The preliminary units and review units are not provided in this scheme of work since what science is selected for revision will depend on the school, the students and the teachers, but time is allowed in the overall teaching time for teaching the preliminary units and review units.

Creating lesson plans based on the scheme of work The teaching and learning activities described in each unit should help teachers to create their lesson plans for a block of lessons or individual lessons. The lesson plans should also take account of the formative assessments that teachers have been making as they have been teaching previous units. (For this reason, lesson plans cannot be finalised far in advance of the lessons.)

Each unit of work will require several lessons, some of which may focus on a particular topic: for example, a 5-hour topic on water in the natural world may be planned in blocks of 1 or 2 hours that investigate rates of evaporation, model the water cycle, simulate and explain cloud formation, compare data on

rainfall in Qatar with that of other countries, and research the treatment of waste water.

The objectives for each individual lesson based on the unit are likely to address some but not all of the standards for the units. The objectives may be repeated in more than one lesson, and may appear again in a subsequent unit.

As with the scheme of work, there is no right or wrong way to set out a lesson plan. The main criterion is that it helps a teacher to teach the lesson.

Typically, lesson plans will indicate:

• the objectives for the lesson or block of lessons;

• relevant vocabulary and technical terms;

• the resources needed, such as apparatus, materials, textbooks and ICT applications;

• any safety concerns;

• how the lesson will start;

• how work will be developed through teaching input and learning activities, with suggestions for adaptations where appropriate to cater for more able students, or students who are making slower progress;

• how lessons will be summarised and rounded off;

• homework, where relevant.

The last lesson of each unit will require a more extended review or summary of the unit as a whole. This review can be based on the expectations described on the first page of the unit. This is the time to draw out the key learning points and what students need to remember. The review should highlight the ways in which the unit has built on previous learning, the progress that students have made and what they will go on to learn next. Where appropriate, links can be made to work in other units and to applications that would be familiar to students in ‘real life’ or at home.


Integrating scientific enquiry Every unit in the Qatar scheme of work for science encourages the use of ‘hands-on’ practical activities and provides opportunities for students to develop the skills of scientific enquiry. While every unit addresses content standards, appropriate learning activities are cross-referenced to the scientific enquiry standards.

A number of units list scientific enquiry standards among the core objectives of the unit in order to emphasise their importance.

It is crucial that the scientific enquiry strand of the science standards is not forgotten and that activities to allow students to acquire scientific enquiry skills are incorporated into teachers’ lesson plans.

Incorporating the use of ICT Possible activities in which students use information and communication technology (ICT) are shown in the scheme of work. For example, teachers in Grades 4 to 6 could select from these possible uses of ICT for their science lessons.

• A digital camera to capture images, record observations and make displays.

• Computer games that help to reinforce students’ basic knowledge.

• The Internet as a source of information.

• Video or CD-ROM to illustrate phenomena.

• Simple spreadsheets and databases to allow students to enter data, compile statistics and produce a range of graphs, charts and tables. Students can decide on the most appropriate way to display data and can readily make and test hypotheses about the impact of a change in the data set.

• Software to help develop a simple key to classify common animals.

• An interactive whiteboard to enter and display information. (An interactive whiteboard is a hardware device combining the functions of a monitor and keyboard of a computer. It acts as a large display and is also touch sensitive. Information is entered by touching specific areas of the screen.)

• PowerPoint to create useful presentations. Slides can be sequenced to give the impression of a moving object or a film.

Opportunities to use ICT are indicated in the units.

Useful websites for science in Grades 4 to 6

The Internet can be used as a source of relevant information for teachers and students. There are websites that give teachers more background to the science they are teaching, websites offering suggestions for use in class and websites that provide activities for students. The Internet also allows students to exchange scientific data and ideas with others around the world. A selection of useful websites is listed below.

• www.scienceonestop.com/ range of teaching resources from the UK Association for Science Education

• www.scienceacross.org/index.cfm?fuseaction=content.showhomepage range of opportunities for links with science across the world

• www.shambles.net/science/ supports international school communities and lists science-related links

• www.schoolscience.co.uk range of free teaching resources

• scienceonline.co.uk Internet resource for science teachers

• www.learn.co.uk subscription site of learning resources

• www.standards.dfes.gov.uk/schemes2/science/ schemes of work with ideas for learning and teaching activities

• vtc.ngfl.gov.uk a virtual teachers’ centre with many resources and teaching plans

• www.bbc.co.uk/schools/4_11/science.shtml free interactive science activities for 4–11-year-olds

• www.primaryresources.co.uk range of teaching resources and worksheets


• activescience-gsk.com interactive modules, databases and worksheets

• www.vilenski.com/science/humanbody/ resources for learning about the human body

• www.scienceweb.org.uk/ resources on a range of science topics

• www.tryscience.org hands-on activities from science centres

• www.plants-for-people.org/eng/ activity sheets about plants

• biologycorner.com/ resource site for biology teachers with lesson plans and classroom activities

• echalk:Science free resources for teachers to use with interactive whiteboards and data projectors

• tre.ngfl.gov.uk/ teacher resource-exchange website with science-based teaching resources and ideas

• hop.concord.org/ hands-on physics website with many ideas for investigations with inexpensive apparatus

• bio/Itsn.ac.uk/imagebank freely available bioscience images

• www.phy.ntnu.edu.tw/java/ series of Java applets with animations and simulations

• www.whyfiles.org illustrations and information on a wide range of science topics

• www.badphysics.info/ explanations of commonly misunderstood phenomena

• www.fearofphysics simulations, video clips and quizzes to help explain ideas in physics

• www.science.howstuffworks.com/ explanations

• www.omarfoundation.org/Culture/History%20Science.htm science information on Islamic science

Language objectives It is important to teach students the content-specific vocabulary and technical terms associated with each scientific topic. Relevant words are listed on the first page of each unit.

Science teachers should reinforce the speaking and listening strategies taught in Arabic and English lessons, including skills such as asking for information, giving advice, agreeing and disagreeing. Teachers should also expect students to describe their observations and explain and justify their conclusions and investigative approaches to each other. Paired work and group work to discuss and evaluate ideas are as essential in science lessons as they are in language lessons.

Similarly, science lessons should promote students’ developing reading strategies, since these are crucial for accessing information in books or software, and for identifying key information for scientific enquiry. As students get older, there should be increasing attention to information-gathering strategies, inference and deduction.

Writing is an important means of communicating scientific information. Science lessons should include opportunities for informal writing in the form of journals or learning logs and more formal report writing involving the whole cycle of drafting, revising and redrafting.

Catering for more able students, or students who are making slower progress In all classes there will be a spread of ability. Teachers need to plan lessons to keep all students involved and suitably challenged. This will include arranging appropriate support to help any students who have fallen behind to catch up.


When teachers are planning questions for the whole class, they should allow enough waiting time for students to think, or to discuss the question with a partner, before answering. Open questions enable more students to respond. Questions can also be directed to individuals or groups of students in line with their abilities.

The main way of catering for a range of attainment in mixed-ability classes is through differentiated group activities. Planning of a unit of work might take account of three groups: most students, students who have progressed further and students who have not made as much progress.

Some students work faster than others because they are generally more confident and more able. They need extension or enrichment tasks and activities. Others may need longer to practise and consolidate what they have been learning and need examples at each level of difficulty. The units in the scheme of work contain a few suggestions for extension and consolidation activities, but in general these will need to be drawn from related units in the next grade or an earlier grade.

The students in a class do not all need to do every question or task associated with every learning activity. When teachers are planning activities for students to do, they should select appropriate questions and tasks to give to each of the three main groups of students.

Homework provides another opportunity to set suitably challenging tasks.

Students who are exceptionally able

The science standards are targets for the majority of students in a grade. Exceptionally able students deal with abstract science more readily than other students. They will progress more quickly through the standards for the primary grades. By Grade 6, the programme that they are following should include several of the standards for Grade 7.

They will also need extension and enrichment activities to develop the breadth of their science knowledge and understanding and the depth of their scientific thinking. Such students would derive benefit from an after-school science club and participation in science fairs and competitions.

Students who have fallen behind

Some students in Grades 4 to 6 may have fallen behind the expected standards for their age because of their circumstances. Some may have minor learning difficulties or misconceptions remaining from earlier work. Some may have been moved to a number of different schools, or have gaps in learning resulting from missed or interrupted schooling. Some may have been disadvantaged by circumstances at home. These students need opportunities to catch up.

Classroom support for them is essential. Additional support is also needed, either in extra timetabled lessons or in after-school sessions. The programme that they follow will need to be based on a diagnosis of their weaknesses or misconceptions about the work in earlier grades and to build in some extra consolidation. Schools may also be able to encourage parents to help their children in specific ways.

Teaching science in the medium of English The expectation should be that, as far as possible, students taught science in English should progress in their scientific learning at the same rate as students who are taught in Arabic. However, there are potential difficulties to overcome, especially in the primary grades when students are English-language ‘beginners’.

One danger is that students taught in English spend most of the time doing practical work to avoid reading and writing. Another is that a teacher who is not completely fluent in English may have difficulty explaining a scientific concept, or confuse students through the misuse of a scientific term. A teacher may also underestimate what scientific knowledge and understanding students have simply because the students are beginners with the English language.

The suggestions in the next few paragraphs can help to minimise some of these difficulties.


Whole-class work: speaking and listening

Whole-class work can provide helpful models of spoken English, and time for careful listening, simple oral exchanges and shared repetition.

In any oral work, it helps to use objects and demonstrations, provide extra visual clues or gestures, and give a translation wherever necessary. Teachers will need to direct specific instructions to students and to speak more slowly. They will also need to emphasise key words, particularly when they are describing tasks or activities that students will do independently or in groups.

Wherever possible, teachers should show objects, demonstrate phenomena and techniques, and use diagrams and illustrations to illuminate meaning, making all illustrations simple and directly relevant.

Teachers should adapt the scheme of work to ensure that students learn commonly used scientific words in both English and Arabic. Students should be taught the specific vocabulary needed for each unit of work in both English and Arabic. The oral form should be taught first and then the written form of each word or symbol. There should be frequent opportunities to refer back to this vocabulary in oral questioning.

In lessons, students should be encouraged to speak in unison to give them confidence: for example, naming objects, identifying parts of diagrams, reading a sentence aloud, and so on. Teachers will need to consider if they should go through an activity with students so that they get a chance first to watch and listen and then to repeat.

When English-language beginners are reasonably confident at saying something together with others, they can be asked to say it again on their own. They should be given plenty of time for this and their understanding should be checked regularly.

Group work: speaking, listening and practical work

When students are working in groups, teachers will probably need to give them specific instructions and to speak more slowly. Key words should be stressed, particularly when describing tasks that each group is to do. Extra visual clues or gestures, or translation, can also be used.

Peer-group talk helps students to make sense of and apply scientific ideas. It helps if English-language beginners can talk to their friends in Arabic when they are doing practical activities or working with a computer.

Games where the rules are picked up quickly by watching a demonstration are useful aids to learning. Games that students are already familiar with (e.g. in their English or Arabic lessons) can also be used to practise the use of scientific words and the application of scientific ideas.

Reading and writing

Teachers can stress scientific vocabulary by getting students to record vocabulary lists in a word book. This can be supplemented with flash cards and wall displays illustrated with diagrams or pictures. These displays can be referred to in the beginnings and ends of lessons and while teaching.

English teachers can also be asked to cover in their English classes any specific vocabulary that will be needed in science lessons, if possible.

Written explanations in worksheets and exercises should be minimised. Text can be illustrated with relevant pictures and diagrams to illuminate meaning.

Wherever possible, teachers should read through and discuss with the class any questions or exercises from textbooks that they ask students to do, and demonstrate carefully how students should record their scientific work in English.

Science units Grade 4

Contents

4L.1 Diversity of habitats and living things

43 4M.1 Solids, liquids and gases 73 4P.1 Sound 101

4L.2 Protection of habitats 51 4M.2 Metals 83 4P.2 Heat and temperature 111

4L.3 Life cycles of animals and plants

57 4E.1 Earth and space 91

4L.4 Healthy living 65

43 | Qatar science scheme of work | Grade 4 | Unit 4L.1 | Life science 1 © Education Institute 2005

GRADE 4: Life science 1

Diversity of habitats and living things

About this unit This unit is the first of four units on life science for Grade 4.

This unit is designed to guide your planning and teaching of lessons on life science. It provides a link between the standards for science and your lesson plans.

The teaching and learning activities should help you to plan the content and pace of lessons. Adapt the ideas to meet the needs of your class. For extension or consolidation activities, look at the scheme of work for Grade 5 and Grade 3.

You can also supplement the activities with appropriate tasks and exercises from your school’s textbooks and other resources.

Introduce the unit to students by summarising what they will learn and how this builds on earlier work. Review the unit at the end, drawing out the main learning points, links to other work and ‘real life’ applications.

Previous learning To meet the expectations of this unit, students should already recognise that individuals of the same species show variation. They should know that light, air, water and heat affect the growth of green plants and that the leaves of green plants are important to their growth.

Expectations By the end of the unit, students know that habitats and their inhabitants are diverse.

Students who progress further they know that organisms within a habitat have feeding relationships and that green plants are the basis of many food chains.

Resources The main resources needed for this unit are: • CD-ROMs, books, photographs and pictures of different habitats, plants

and animals • branching keys, blank postcards • kitchen cutlery • digital cameras, video camera

Key vocabulary and technical terms Students should understand, use and spell correctly: • animals, organism, identify, branching key, plants • habitat, lives, environment, surroundings, sunlight, shade, dry, damp, hot • desert, mangrove, swamp, sea, woodland, beach, location • variety, rocks, soil, pollution, temperature, rainfall, water • humans, mammals, birds, reptiles, amphibians, fish

UNIT 4L.1 10 hours



10 hours SUPPORTING STANDARDS CORE STANDARDS

Grade 4 standards EXTENSION STANDARDS

3.4.1 Describe qualitative and quantitative similarities and differences between humans and between individuals of the same type of other organisms.

4.4.1 Recognise the importance of correctly identifying organisms and use simple branching tree keys to make correct identifications.

5.4.2 Know that individual members of the same type of organism show variation.

3.5.1 Use the observable characteristics of animals and plants to cluster them into meaningful groups.

4.5.1 Recognise similarities and differences in terrestrial, marine and freshwater habitats and explain how differences in habitats can determine the organisms that live there.

5.6.2 Relate the life processes of some organisms to the environment in which they live.

3 hours

Branching keys

7 hours

Comparing habitats

3.2.1 Classify data according to shared

characteristics and identify trends in patterns.

4.2.4 Classify data and observations and draw conclusions from the classification.

5.2.3 Classify observations according to shared characteristics and make generalised conclusions from them.

Unit 4L.1


Activities

Objectives Possible teaching activities Notes School resources

The intention of this activity is to remind students of, or introduce them to, the idea of classification. This activity uses shoes as a starting point, and the aim is to provide an interesting starting point for learning about branching keys using a context that is familiar to students. Ask for eight volunteers who will take off one shoe and place it on a table so that everyone in the class can see the pile of shoes. Explain to the class that they are going to group (classify) the shoes based on similarities. This is an important point since classification is based on similarities not differences. Ask students to think about and suggest how they would sort the shoes into groups based on things that are the same (similarities).

Students might suggest any of the following: • colour; • type (e.g. trainer, sandal); • laces.

When the shoes are in two or three groups, ask students to look at each group and see if they can make another group (a group within a group), for example: • clean / not clean; • round toes / pointed toes; • leather / fabric.

This is an enjoyable way of introducing branching keys to students. It models the principle which can then be transferred to environmental contexts.

Safety: Make sure that the floor is clean and safe for students to walk on barefoot.

Enquiry skill 4.2.4

Use this column to note your own school’s resources, e.g. textbooks, worksheets.

3 hours

Branching keys Recognise the importance of correctly identifying organisms and use simple branching tree keys to make correct identifications.

Recognise similarities and differences in terrestrial, marine and freshwater habitats and explain how differences in habitats can determine the organisms that live there.

Classify data and observations and draw conclusions from the classification.

Once the shoes have been classified, ask one student to choose a shoe. The rest of the class must ask questions to find out which shoe the student has chosen. Those questions must relate to the classifications criteria that you have written in the diagram.

As students classify, create the branching key and label the branches, as in the diagram.

Enquiry skill 4.2.4

Unit 4L.1



Having modeled the shoe classification, allow students to repeat the activity, in groups, again using shoes. Give them card to write their classifications on and card arrows to join them.

When students have completed their classification, allow them to go round the other groups and look at their classification keys.

Enquiry skill 4.2.4

This activity aims to develop student understanding of branching keys further using a familiar context – household cutlery.

Give students sets of cutlery and other kitchen utensils. Include cutlery made from wood, metal and plastic, and also include items such as rolling pins, large ladles and spoons with holes for draining.

When students have completed their branching key, which should look something like the one below, they should allow another group to try the key to see if it works.

Enquiry skill 4.2.4

Give students branching keys and pictures of one group of animals (e.g. birds, insects, flowers, trees, leaves). Challenge students to use the branching key to find the name of the animal or plant.

Ask students not to write on the branching keys in this activity, so that they can try out different branching keys around the classroom.

Branching keys can be found on the Internet. There are also branching key computer programmes that students can use.

Enquiry skill 4.2.4

Give students four pictures of named insects (e.g. fly, beetle, bee, butterfly) and ask them to create their own branching key. Give them a large sheet of paper and challenge them to make a key that their friend could use to find out the name of each insect.

Enquiry skill 4.2.4

Repeat the previous activity, but this time give students pictures of animals such as insects or plants (with their name on the back) that are unknown to them. Tell students that they are going to make another branching key to classify the animals or plants in the pictures. Give them a large sheet of paper and challenge them to make a key that their friend could use to find out the name of each animal. When their friend uses the key, it will be more difficult than the previous activity because they will not know the names of the animals or plants and will have to rely on using the branching key.

Enquiry skill 4.2.4

This activity relies on students knowing the terms mammals, birds, reptiles, amphibians and fish. Before beginning the activity, ensure that students understand the distinctions between the groups.

Give students a branching key that challenges them to sort animals into their groups based on similarities (e.g. lives in water, has scales).

Enquiry skill 4.2.4



Introduce students to the term habitat. Explain that a habitat is rather like an ‘address’ – it is where something lives.

Give students some pictures of an animal in a habitat and a set of blank postcards. Ask them to write the animal’s address on the front of the post card. For example:

To Lizard Under the big stone In the garden Doha

Qatar

Explain to students that they will be studying habitats – places where plants and animals live.

Take students for a walk round the school grounds to find habitats and make a list of them.

Habitats around the school could include: tree, flower bed, grassed area, plant pots, under stones.

Encourage students to sketch each of the habitats around the school and take digital photographs of them.

7 hours

Comparing habitats Recognise the importance of correctly identifying organisms and use simple branching tree keys to make correct identifications.

Recognise similarities and differences in terrestrial, marine and freshwater habitats and explain how differences in habitats can determine the organisms that live there.


Also ask them to complete a simple grid, for example:

Habitat Light Shade Dry Damp What lives there

Under a stone

Woodlice

When students have collected their information about the different habitats around the school, challenge them to answer a set of questions using their data. For example: • Which habitat has the most things living in it? • Which habitats were the dampest and driest? • Which habitat had no shade?

Introduce the idea that habitats are where plants and animals live and that the conditions in the habitat are called an environment. Ask students to describe the environment under a stone. Their response could be something like: ‘It is a damp and dark environment under the stone.’



Arrange a visit to a local habitat. Before the visit, spend time eliciting from students what they already know about the habitat. You could do this by creating a concept map or giving them a picture of the habitat and asking them to annotate it with things that they already know.

Then ask students to make a list of 10 questions about the things that they would like to find when they visit the habitat. They should take their list of questions on their visit.

When visiting a habitat, focus attention on key issues such as: • location; • the variety of plants; • the variety of animals; • the environment; • rocks and soils; • human intervention; • problems (e.g. pollution).

Where possible collect data, for example: • number and type of animals and plants; • temperature – in sunlight and shade

Visit opportunity: Visit a local habitat.

Encourage students to use the schools’ digital cameras to take photographs of different aspects of the environment.

Back at school, ask students to share the information, using different ways of communicating, for example: • booklets; • posters; • leaflets; • video diaries; • annotated photograph albums; • making models of the habitat; • creating a wall display of the habitat ; • role playing a TV programme about the habitat.

ICT opportunity: Use of a digital camera.



Give students one local habitat to research, for example: • mangrove; • seashore; • desert;

• oasis.

Tell them that their research should be based on a set of questions about the things they want to know about their habitat. Give them a questions sheet like the one shown. They could work individually or in groups, but they should share their information with each other when they have completed their tasks.

Some information could have been collected during a visit to a habitat, but encourage students also to use books, CD-ROMs, the Internet and leaflets to answer their questions. Then challenge them to make a poster or a leaflet to advertise the habitat. It should include: • name of habitat; • where it is; • conditions (environment) (e.g. wet, dark, dry, damp, cool, hot); • what can live there and why; • the variety of living things found there; • pictures or photographs.

Display these for others to read when completed.

Different individuals or groups could research different habitats and share results with others. This gives a valid reason for recording carefully and deciding on how to present information to others.

My questions about deserts.

1.

2.

3.

4.

Student question sheet

ICT opportunity: Use of the Internet and CD-ROMs.

This activity requires students to research or to visit two different habitats.

Give students a comparison table to use to compare two different habitats. For example:

Desert Mangrove swamp

Temperature

Rainfall Water Shade Soil Plants Reptiles Birds Mammals Humans

Prepare student worksheets in advance.

Challenge students to imagine that they are a plant or an animal living in a certain habitat. They are able to write a letter to a friend in another habitat. Tell them to explain to their friend what their own habitat is like, and what else lives there.


Assessment

Examples of assessment tasks and questions Notes School resources

Here is a branching key. Classify the animals in the pictures using the branching key. Give students a branching key to sort animals found in the locality or in one of the habitats that they have studied.

Here is a branching key. Classify the plants in the pictures using the branching key. Give students a branching key to sort plants found in the locality or in one of the habitats that they have studied.

Complete this table.

Habitat Environment Animal Plant

Desert dry, hot, sandy desert fox

Mangrove

Match the picture of the animal to the picture of its habitat.

Give students appropriate pictures of animals and their habitats (e.g. worm–soil, fish–sea, bird–tree).

Which of these animals is likely to live in a desert?

• Polar bear

• Lion

• Lizard

• Dolphin

• Jerboa

• Starfish

• Camel

Assessment Set up activities that allow students to demonstrate what they have learned in this unit. The activities can be provided informally or formally during and at the end of the unit, or for homework. They can be selected from the teaching activities or can be new experiences. Choose tasks and questions from the examples to incorporate in the activities.

Choose one of the animals below and write the address for the animal.

• Camel

• Dolphin

• Worm

Unit 4L.1



Protection of habitats

About this unit This unit is the second of four units on life science for Grade 4.

The unit is designed to guide your planning and teaching of lessons on life science. It provides a link between the standards for science and your lesson plans.

The teaching and learning activities should help you to plan the content and pace of lessons. Adapt the ideas to meet the needs of your class.



Previous learning To meet the expectations of this unit, students should already be able to give examples of how living things are suited to their habitats. They should know that the natural environment must be cared for.

Expectations By the end of the unit, students know that habitats and their inhabitants are diverse and understand why habitats need to be protected.

Students who progress further describe threats to habitats and explain possible solutions.

Resources The main resources needed for this unit are: • photographs of different habitats, animals, plants • video or CD-ROM clips of habitats and disrupted habitats • information about local conservation projects • real or ‘mock’ letters • digital camera

Key vocabulary and technical terms Students should understand, use and spell correctly: • habitat, protect, change, organisms, field trip • nature reserve, conservation, diversity, plants, animals • environment, conditions, shade, sunlight, dry, wet, damp • desert, mangrove, ponds, seashore, beach

UNIT 4L.2 8 hours





4.5.2 Know that there is a need to protect habitats as changes to habitats can affect the numbers and types of organism that can live there.

4 hours

Protecting habitats

4 hours

Visiting habitats

4.1.1 Outline a simple plan, deciding what evidence should be collected and what conclusions are justified, and collect relevant data and make observations in a systematic manner.

Unit 4L.2


Activities


Ask students what they know about the word habitat. Create a class definition of the word. Revise words such as environment, organisms, animals, plants, conditions.

Then ask students to draw a picture of their own environment at home. Ask them to write down four things that they like about their own environment.

Ask them to think about the following questions concerning things happening to their home environment: • What would happen and what would it feel like if someone took the roof off your home? • What would happen and what would it feel like if there was no electricity into your home? • What would happen and what would it feel like if your family disappeared? • What would happen and what would it feel like if your home was flooded all the way up to the

roof?’

When they have responded, ask them to share their thinking and feelings with other people in the class. Collect key words and phrases and write them on the board or OHP. Discuss some of the key issues that emerge.

Then describe the following scenario. Someone picks up a stone and then throws it away. There is a scorpion with hatched eggs nearby and some of the scorpions are killed by the stone. Then the area is flooded with water.

Ask them what they think the effect is on the population of scorpions? Do they think that it is right? Does it matter that scorpions are killed?

Encourage them to draw parallels and take the view that we are all living things. Talk about the diversity of living things, their beauty, how interesting they are and how they fit into a larger picture (e.g. predator and prey relationships).

This activity aims to develop students’ ability to empathise with issues relating to the destruction of habitats.

Enquiry skill 4.1.1

Any animal could be used, but a scorpion has been chosen because it is less attractive than some animals, which means students have to think more carefully about why its habitat should not be destroyed.


4 hours

Protecting habitats Know that there is a need to protect habitats as changes to habitats can affect the numbers and types of organism that can live there.

Outline a simple plan, deciding what evidence should be collected and what conclusions are justified, and collect relevant data and make observations in a systematic manner.

Ask students to share their ideas about protecting habitats. Provide questions as a stimulus for discussions among groups of students. For example: • Why do you think that we need to protect habitats? • What do you think would happen if we did not protect habitats? • Are some habitats more important than others? • Have you visited areas that are protected? What are they like? Why are they protected? • Which animals do you know that are protected? Why? Would it matter if those animals no

longer existed?

Allow students to discuss these issues in groups. They should create a poster on their ideas about protecting the habitat to display and show to other groups.

Share the ideas from all groups in a class discussion.

Unit 4L.2



Show students a video about protecting the environment. Tell them that as they watch it they should think about what they are learning from it, and that when it is finished they will be asked to explain what they think that they have learned and what they thought were the most important messages that the video was trying to tell them.

Finally, ask students to think about what they could do to protect habitats where they live (e.g. don’t drop litter).

4 hours

Visiting habitats

Know that there is a need to protect habitats as changes to habitats can affect the numbers and types of organism that can live there.


Arrange a visit to a field centre where a conservation project is taking place. Before the visit, provide students with information about the centre, and what they will see and do. Encourage them to create a set of questions to find answers to during the visit.

Make sure that students list their questions and, if possible, share some of the questions with those who will be working with the students at the field centre.

During the visit, make sure students are able to take notes, make sketches and use digital or video cameras to record the visit.

When students return to school, you could get them to record their visit in one or more of the following ways: • a letter to the centre describing what they learned, with pictures and drawings; • a leaflet explaining the work of the centre; • a poster encouraging people to visit the centre; • a simulated radio or TV broadcast about the centre (e.g. a mock interview); • a picture of themselves visiting the centre, with words written around it describing how the

visit has affected them.

Visit opportunity: Visit a conservation field centre. There are a number of projects in Qatar, for example: • Qatar Natural History Group; • Salwar Road Ponds; • Al-Dhakira (Adh Dhakhirah) Mangrove; • green turtle; • oryx.

Simulate a problem and involve students. Send students a letter from a nature reserve which states that it is having problems. It is a conservation area, trying to protect a special habitat. Unfortunately, people visiting the nature reserve are not being careful; the habitat is being disrupted and plants and animals are affected. Some of the plants have been trampled on and have died off. Some of the animals have escaped and some have been found dead because they have choked on litter left by the visitors.

Ask students to develop an action plan for the nature reserve to help with these problems. The action plan could be in the form of: • a poster; • leaflets; • signs for around the nature reserve; • an introductory talk to visitors on how they should behave; • a set of rules for visitors.

When students have completed their task, get them to write a letter to send to the nature reserve with a copy of what they have done.

This type of activity is more realistic if you can arrange for a local nature reserve or conservation group to send a letter outlining some of their real problems. Students would then be expected to reply to a real situation and real people.

Enquiry skill 4.1.1



Give students a mock newspaper article about a company’s plans to drain a local mangrove swamp so that it can build a hotel complex.

Ask students to research mangrove swamps and find out what this habitat is like, what kind of environment it is and the plant and animal life that would live there.

Then challenge them to look at the arguments ‘For’ and ‘Against’ the proposal. Give them a table to complete, for example:

Arguments for Arguments against

When they have completed their table, tell them to use it to create another newspaper article. In the article, make sure they think about:

• an eye-catching headline;

• how to explain both sides of the argument to people;

• what other information the reader might need to know;

• what pictures they should include.

You can choose any appropriate problem. Anything of local interest will make the scenario more motivating for students.

ICT opportunity: A newspaper article is easy to create using computer programmes.

Engage students in planning and developing a school conservation area. They could: • survey the different habitats in the school grounds; • put forward arguments for and against making the different habitats conservation areas; • vote on which area should be chosen.

Then let them to carry out their plan. This could include: • creating leaflets about the plants and animals in the area; • providing tours for visitors, younger students and parents; • setting up information stations around the habitat; • drawing up a class rota for the regular maintenance of the habitat.

Encourage students to keep a class diary of this project and include digital camera photographs.

This is an activity that would benefit from happening in a school, so that students can put into practice some of the ideas and issues that they have been learning about during this topic.

It also gives students a sense of ownership and is very motivating.

ICT opportunity: Use of a digital camera.


Assessment


Name two habitats that need protection. Explain why each one needs protecting.

Give four reasons why people in Qatar need to protect habitats such as mangrove swamps, desert and ponds.

If you were visiting a nature reserve, which of these things would you never do because they might harm the habitat?

A. Keep to the paths.

B. Drop food wrappers on the ground.

C. Run after animals.

D. Listen to instructions.

E. Take home my litter.

F. Leave gates open.

Look at this picture of a habitat.

a. How many different animals can you see?

b. How many different plants can you count?

c. What is environment like? Is it wet, dry, etc.?

Provide students with a photograph of a habitat.


Look at the pictures of the habitat. Name four ways that it has been spoiled by humans. Provide students with a photograph of a habitat that has been spoiled (e.g. it is full of litter or it is being built on).

Unit 4L.2



Life cycles of animals and plants

About this unit This unit is the third of four units on life science for Grade 4.





Previous learning To meet the expectations of this unit, students should already know how the appearance of some organisms change over time.

Expectations By the end of the unit, students recognise the main stages in the life histories of fish, amphibians, reptiles, birds, mammals and insects, and describe the main stages in the reproduction of flowering plants, including seed dispersion. They use diagrams to communicate their results.

Students who progress further know that sexual reproduction requires mating and can describe the main stages in the human life cycle.

Resources The main resources needed for this unit are: • pictures of animals and plants at different stages of their life cycle • books, CD-ROMs and leaflets on different animals and plants • photographs of students • flowers, seeds, fruits (including vegetables) • Internet access

Key vocabulary and technical terms Students should understand, use and spell correctly: • life cycle, adult, baby, adolescence, growth, change, humans,

reproduction, animals, plants, juvenile, death, old • stigma, stamen, petal, style, ovary, ovule, sepal, stamen • pollination, fertilisation, fruit, seed, disperse, dispersal • wind, water, insects, explosion, hooks

UNIT 4L.3 12 hours



12 hours SUPPORTING STANDARDS CORE STANDARDS Grade 4 standards

EXTENSION STANDARDS

1.4.1 Describe how the appearance of some common organisms changes as they age and with the seasons of the year.

4.7.1 Describe the young of some common animals. 5.6.1 Know that living organisms require air, food and water, and that they release waste; know that they are sensitive and that they grow and reproduce to create more organisms like themselves.

4.7.2 Recognise the young of some common animals other than mammals. 5.6.3 Know that sexual reproduction in fish, amphibians, reptiles, birds, mammals and insects requires adult males and females to mate.

4.7.3 Recognise the main stages in the life histories of fish, amphibians, reptiles, birds, mammals and insects.

5.8.1 Know that the human life cycle involves stages of birth, babyhood, childhood, adolescence (i.e. reproductive maturity), reproductive capability, old age and death.

5.8.2 Compare and contrast the life cycle of humans with those of other animals.

4.8.1 Describe the main stages in the reproduction of flowering plants.

4.8.2 Illustrate ways in which seeds are dispersed.

6 hours

Life cycles of animals

6 hours

Life cycles of plants

4.8.3 Know ways in which plants are pollinated.

4.2.3 Record observations in diagrammatic form and interpret simple diagrams.

Unit 4L.3


Activities


Give pairs or small groups of students a photograph of a common mammal (e.g. sheep, camel) and ask them to place it on a large sheet of paper. Ask them to think about what they know about the animal and to write words or statements around the animal.


6 hours

Life cycles of animals Describe the young of some common animals.

Recognise the young of some common animals other than mammals.

Recognise the main stages in the life histories of fish, amphibians, reptiles, birds, mammals and insects.

Ask students to bring to school photographs of themselves from birth to present, together with any information they have about their weight, height, etc., from birth to the present day. Give them a chart to take home and complete with parents and other members of the family. The chart will illustrate how children change from birth to present. For example:

Age Weight Height Hair colour Food/feeding Able to do

Birth

1 year

2 years

3 years

Ask students to compare the changes over the years and to use their chart to answer questions such as: • Is your chart the same as your friend’s? • What was the biggest change from birth to one year? • When did you grow the most? • What were you able to do at one year old that you could not do at birth? • What would you like to do when you are old? • What things will you have to do if you become a parent? • When you get old, who could you help? How?

Students could then go on to: • continue the chart through to the age of 80; • draw pictures of what they think they will be like at 80 years old; • compare themselves with other animals (e.g. sheep, dragonfly, elephant, bird).

Ask them to think about: • How long do other animals live? • How long are other animals babies? • How dependent or independent are other animals when they are born? • Are all animal life cycles the same? How are they different and how are they the same?

Enquiry skill 4.2.1

Unit 4L.3



Play ‘Who am I?’ with students. Model the game first, allowing students ten questions or two minutes to find out which animal you have a picture of. When students understand the game, allow one student to choose a picture and let the rest of the class try to work out, by questioning, which animal is in the picture.

As students become familiar with this game, change it so that one student describes the animal to the other students and then they have to guess which animal is being described.

Students could also play these games in pairs or small groups.

Create a card-sort game in which pairs of students have up to 15 pairs of animals on cards (parent animal and young animal). Tell students to mix the cards up, place them face down on a surface and then turn two cards over, one card at a time. If the two cards make a matching pair, the student keeps the pair, if not, they place the cards face down again and their partner then tries to match a pair. Students have to remember where they have seen pairs of animals.

Allocate students a fish, a reptile, an amphibian, a mammal or an insect common to Qatar. Provide books, leaflets, photographs, CD-ROM material and lists of appropriate Internet sites and ask students to research the life cycle of their animal. Tell them to represent information in ways that demands a focus on the issue of a ‘cycle’. For example, students could:

• cut and paste pictures from Internet and put them in sequence; • make a set of sequence cards with pictures on the front and information on the reverse for

others to use; • make a circle wheel comprising two circles joined through the centre – the bottom circle has

stages of the life cycle written on it in order, and the top circle has a cut-out window that allows the stages of the life cycle to be displayed as the bottom circle is rotated;

• draw a large segmented circle and place pictures and information about the life cycle in the segments;

• create a set of life cycle cards, with the final card returning to the beginning.

However students choose to display the information, they should include descriptions of: • birth; • the young; • juvenile; • adult; • mating; • old age; • death.

Choose common animals but also choose several which are threatened species, such as the oryx and the green turtle. This provides a good opportunity to discuss with students the importance of reproduction to the life cycle of a species. If the oryx and green turtle life cycle is disrupted then fewer and fewer are born or survive and the species becomes endangered.

Some students could ask their own questions and research the answers, other students might require support from the teacher who could give a set of perhaps 5 questions for them to answer. This helps to focus students on information and reduces the number of students who copy verbatim from books and CD ROMs.



Elicit students’ prior knowledge and understanding of plants and their life cycles by giving them a blank circle flow diagram with four sections and asking them to draw a set of pictures of plants from seed through germination, flowering and to seed again. Tell them to keep their picture for use towards the end of this unit to compare their knowledge and understanding at the beginning and end of the unit.

Discuss with students earlier work on seeds and plant growth. Discuss the idea of a seed, and of the term fruit. Help students to distinguish between a fruit and a seed by asking them to choose pictures of fruits and seeds, or to move pictures of fruits and vegetables into sets – seeds and fruits.

Show students pictures of different fruits on plants, or the real thing. Remember to include anything that contains seeds, which includes vegetables and nuts.

Encourage students to make links between flowers developing and the fruiting body, which contains seeds. Growing plants such as peppers and bean seeds in the classroom will help to show this.

Most students think of a fruit as something like an apple, an orange or a pineapple. Botanists think that all things containing seeds are fruits. For example, an apple contains seeds so it is fruit; however a cucumber also contains seeds, so to a botanist it is the fruit of a plant. Likewise nuts, peppers, tomatoes, beans and pea pods are all fruits with seeds inside.

With the help of students, make a collection of fruits with seeds (e.g. apple, orange, tomato, cherry, strawberry, avocado, mango, cucumber, pepper, wheat, winged seed case, dandelion and any other examples, particularly those growing locally).

Ask students to think about: • Where are the seeds? • Why do seeds have outer casings, and why are some outer casings fleshy and others hard? • Why do some seeds (e.g. dandelions) have delicate parachutes?

Introduce the idea of seed dispersal and ask students why seeds need to disperse (i.e. get away from the parent plant).

Ask them to write a sentence about how various seeds are dispersed; include seeds that are dispersed by water (coconut), wind, animals and by explosion.

Safety: Check whether any students have allergies to specific plants or to nuts.

Where possible, bring in different fruits and their seeds, and seeds that show different ways of dispersal. Include some seeds that have hooks.

Challenge them to look at the collection of fruits on their table, draw them and label: • the fruit; • the seed; • how they think the seed is dispersed (e.g. wind, animal).

Finally, challenge students to give reasons why some seeds, when dispersed, might not germinate.

Challenge students to think about desert areas where seeds wait a long time to germinate and then flower quickly and produce lots of seeds in a short time. What makes them germinate and why is their life cycle so short?

Enquiry skill 4.2.3

6 hours

Life cycles of plants Describe the main stages in the reproduction of flowering plants.

Illustrate ways in which seeds are dispersed.

Know ways in which plants are pollinated.

Record observations in diagrammatic form and interpret simple diagrams.

Allow students to experiment with some seeds to see that they are dispersed in interesting ways (e.g. float a coconut, blow a dandelion, eat a strawberry, see how a seed with hooks can be dispersed by catching on a student’s clothing).

Challenge students to make up a poem about seeds dispersing or a ‘Which seed am I?’ riddle.



Give students a flower that they can take apart, so that they can see all the different parts. Ask them to stick the different parts of the flower on a card and then label each part of the plant. Focus their attention on the following: • petal; • style; • stigma; • filament; • stamen; • ovary; • sepal; • carpel (pistil); • anther.

Tell them to leave space to write a caption to explain what each part of the flower does.

Give students tweezers, a piece of card and sticky tape.

Show a video clip of insects visiting flowers and helping to pollinate plants so that they can reproduce.

Ask students to create a cartoon character, for example ‘Busy Bee’, who goes from one flower to another pollinating plants, or ask students to role-play the story of pollination.

It is important to stress that this is only one way that pollination could occur.

Some students think that the petals of the plant are there to protect the middle of the flower. Show photographs of different flowers and how they use the petals to attract insects so that the plant can be pollinated.

Some students think that all plants have brightly coloured flowers. Show them photographs to illustrate that this is not always the case. For example, some trees have green flowers that do not stand out; this is because they do not need insects or other animals for pollination, but use the wind to spread their pollen.

Challenge students to make a model of a flower with captions naming each part, its function and the role it plays in pollination. Students should explain: • how the pollen is transferred from flower to flower (e.g. wind, insects); • how the seeds are formed after pollination has occurred.

Ask students to find out what the pollen grains for that type of flower look like and to draw a large picture. Ask them to find a picture of another pollen grain and to explain, using the pictures, why pollen from one type of plant cannot be used to pollinate a different plant.

Photographs of pollen taken through microscopes can be found on the Internet.

Enquiry skill 4.2.3

Ask students to create the life cycle of their plant, using models that they have made, pictures, words and other models (e.g. of the seeds). Encourage them to use their material to explain plant reproduction and dispersal to Grade 3 students, or to use it as revision with other groups in their own class.

Give students the piece of work from the first activity relating to plants and ask them to add to it all the new things that they now know. Also allow them to change or correct some of the information that they wrote in the original activity. Ask students to reflect on what they know and understand now compared with their knowledge and understanding at the beginning of the unit.


Assessment


Draw the life cycle of an animal that you have been studying.

Name three differences and three similarities in the life cycle between:

• bird and dragonfly;

• elephant and crocodile;

• sheep and snake.

Examples that provide contrasting life cycles should be chosen. They should also be life cycles that that students have been studying, which may be different to those in the question.

Put these photographs of people in order from youngest to oldest. Show a selection of photographs of humans from babies to old age.

Complete the life cycle by putting the labels in the right place.

seed germination pollination flowering seed dispersal growing

Adapted from Testbase Q99 A09

Two students put out two different coloured flowers – one was green, the other was yellow – to see which one bees would visit. Which colour flower do you think most bees visited and why?


List four different ways that plants can disperse their seeds.

Unit 4L.3



Healthy living

About this unit This unit is the fourth of four units on life science for Grade 4.





Previous learning To meet the expectations of this unit, students should already know that humans and other animals have lungs for gas exchange, intestines for absorbing food, kidneys for dealing with waste and a heart for circulating blood around the body. They should know that blood carries gases, food and waste. They should be able to explain how exercise affects heart rate and know that exercise and diet are important to good health.

Expectations By the end of the unit, students know that life processes are internally regulated and can be disturbed by injury, illness and inappropriate actions. They know the general effects of tobacco, alcohol and drugs on the body. They know that some micro-organisms can cause illness and that good hygiene offers protection against this.

Students who progress further know that food provides energy for the body. They know the importance of balanced diet.

Resources The main resources needed for this unit are: • leaflets, videos, CD-ROMs on healthy living • smoking machine • hair gel • Internet access

Key vocabulary and technical terms Students should understand, use and spell correctly: • alcohol, caffeine, medicine, drugs, illegal, side effects • carbon monoxide, cigarettes, tar, nicotine, gas, addictive, oxygen, lungs,

heart, tobacco • micro-organisms, viruses, bacteria, illnesses, coughs, colds, stomach

ache, spread, prevent, catch, symptoms, prevention, germs

UNIT 4L.4 7 hours





3.6.4 Know how exercise affects heart rate and that regular exercise and a proper diet is important to health.

4.9.1 Know the general factors of alcohol, tobacco and harmful drugs on humans.

5.7.1 Know that humans require food as an energy source.

3.8.1 Know that individual micro-organisms cannot be seen by the unaided eye.

4.10.1 Know that some micro-organisms can cause illness. 5.7.3 Know that a balanced diet is essential to good health.

5.7.4 Know that a balanced diet must contain carbohydrate, protein and fat.

4 hours

Keeping healthy

3 hours

Micro-organisms and health

4.10.2 Know that good hygiene is important in protection from illness caused by micro-organisms.

5.7.5 Know that they body needs vitamins and fibre.

Unit 4L.4


Activities


Ask students to write down a list of things that can harm the body, their list might include: • cigarettes; • poor diet; • alcohol; • pollution; • the Sun.

Ask them to write down why they think that these things are harmful; they could record their ideas in a simple table like the one below.

Substance Why I think it is harmful

Enquiry skill 4.2.1


Discuss with students what they think ‘drugs’ are, and come to a class definition. Explain that the definition of a drug is not confined to ‘soft or hard’ drugs that are illegal – a drug is any substance that changes our physical or mental state. So tobacco, alcohol, prescribed and over-the-counter medicines as well as tea, coffee and cola (because of their caffeine content) could all be classed as containing drugs.

Discuss the idea that, while drugs are sometimes beneficial, many can be harmful, and that sometimes the same drug can be both. Ask students to complete a table like the one below about the effects of everyday drugs. They may need some help deciding how some drugs affect the body.

Everyday product Drug it contains How it can affect the body

Cigarettes

Alcohol

Tea

Coffee

Cola

Enquiry skill 4.2.1

4 hours

Keeping healthy Know the general factors of alcohol, tobacco and harmful drugs on humans.

Invite a health visitor, nurse or perhaps a parent who is a doctor into school to be interviewed by students about smoking. Before the visitor arrives, encourage students to write down the kinds of questions that they would like to ask about smoking. For example: • Why do people smoke? • What happens when people smoke? • What happens to the lungs? • What is nicotine? • Is nicotine a drug? • Why do people cough when they smoke? • Why do some people get cancer if the smoke?

Unit 4L.4



• How can people stop smoking? • If someone has been smoking, why should they stop – will it make any difference? • What does smoking do to the body?

Encourage students to take notes, tape-record the answers and/or video their interview.

After the interview, discuss with students what they have learned and what they think other students should know. Ask them to use the information from the interview, alongside additional information from videos, CD-ROMs, and the Internet, to teach others about the dangers of smoking. Students could communicate their work by various means, for example: • producing a leaflet • designing a poster • making a simulated radio broadcast • role-playing a TV programme; • designing and making a board game.

ICT opportunity: Use of the Internet.

Show students the tar in cigarette smoke by using a smoking machine. As students are observing the tar being deposited in the smoking machine, encourage them to talk about what is happening and relate it to what would happen to their own lungs if they smoked a cigarette. Ask them to think about what their own lungs would look like.

After the demonstration, discuss with students the reasons why people like to smoke, even though many of them realise that smoking has a bad effect on the body, in particular the heart and lungs. Discuss reasons such as: • ‘looking cool’; • peer pressure; • because relatives smoke; • they like the taste.

Ask students to think about other bad effects of smoking not related to health, for example: • teeth and fingers can be stained yellow; • it makes clothes smell; • other people do not like the smell on you; • smoking costs money; • carelessly discarded cigarette butts can cause fires.

Place students in a role-play situation where they are being encouraged by friends to try a cigarette. Ask them what they would say to their friends.

How would they say ‘NO!’?

Give students the opportunity to find out about the harmful effects of other drugs, such as alcohol and illegal drugs, as well as coffee and cola. The information that they collect can be used in the final activity in this section.

Explain to students that they are going to create a set of instructions for parents about storing medicines safely in the home. Remind students that everyday medicines, from those purchased at a pharmacy to those prescribed by a doctor, can be dangerous if not used carefully.



Challenge students to plan and create an interesting way of communicating information about how alcohol, tobacco and drugs can affect health. For example, they could use: • a leaflet; • a poster; • a web page; • a health magazine page; • a word search quiz; • a crossword; • a puzzle page; • a cartoon.

Encourage students to think about the following questions: • What key information do you want people to know? • How will you make it interesting? • How will you highlight key ideas or words?

Suggest that they design the information for Grade 3 students or other Grade 4 students.

Introduce this topic by finding out what students remember about micro-organisms from Grade 3. Make a list of everything they remember. Encourage them to add additional information and ideas that they may have gained and developed from other sources.

In this activity, ask students to think about why they get ill and what they think causes them to be ill. If they talk about germs ask them: • What do you think germs are? • How are germs passed from one person to another? • What kinds of germs do you know about? • What illnesses do you know about that are caused by germs?

Some students will mention viruses; remind them of the Grade 3 unit and ask them whether they also remember bacteria and fungi/mould. Remind students that these are often known as micro-organisms and microbes. Ask them what they know about viruses and mould.

Show students pictures of common bacteria and viruses.

This activity may show that students do not distinguish between illnesses known to arise from infection and other illnesses. Bear this in mind during short-term planning for later activities.

Invite a health professional to visit the school to talk to students. Encourage students to plan the questions that they would like to ask before the visitor arrives. Explain that the visitor will talk about bacteria and viruses and they might like to think about asking about illnesses such as colds, measles, rubella, stomach upsets and topical subjects such as avian flu.

The focus is on harmful bacteria and viruses.

Students could also consider those that are helpful; however, this is covered in more detail in future grades.

3 hours

Micro-organisms and health Recognise that micro-organisms can affect health.

Know that good hygiene is important in protection from illness caused by micro-organisms.

With the help of the health professional, students could create chart of common illnesses. For example:

Illness Virus/bacteria Symptoms Causes Prevention and control

Ask the health professional to talk to students about vaccinations and immunisation.

Enquiry skill 4.2.1



Bring in newspaper articles about bacteria and viruses around the world. For example, water-born disease and problems in different countries related to fresh water. Ask students to find out information from newspaper articles about avian flu – what it is, how it is spread, how countries are trying to control it and what difficulties global travel presents.

Give copies of different newspapers to students in the class and ask them to read the article and write down two things that they have learned from it to share with the rest of the class.

Talk to students about how bacteria and viruses spread. Explain that the common cold is the rhinitis virus – it is spread through small droplets when people cough and sneeze. The following activity uses hair gel to show how easily and quickly the cold virus can be spread. Invite four volunteers from the class to pretend that they have a cold and ask them to pretend to sneeze. As they do so, place some hair gel into their hands, and then show the class (they should not actually sneeze – the gel represents the fluid droplets, and therefore the cold virus, that would have been sneezed into their hands). Then tell the volunteers to make friends and shake hands with as many other students in the class as they can in 10 seconds. This infects the new friends with the cold, and they too should shake hands with as many people as possible, and so on. After 10 seconds, tell them to stop and ask everyone who has the ‘cold virus’ now (i.e. everyone who has hair gel on their hands) to raise their hands. Most of the class will have it, and this provides an opening for discussing how to spread viruses and bacteria.

Hair gel is used because it is cheap, safe and fun.

Challenge students to tell a visitor from another planet about bacteria and viruses and the spread of diseases. Explain that the visitor cannot read ‘Earth writing’, so they will have to think about using approaches such as pictures and role-play.


Assessment


Here are some common substances that contain drugs; give one way that each one can affect the body and the mind.

a. Cough medicine

b. Coffee

c. Wine

d. Cigarettes

A 13-year-old student was about to be picked for a football team. Some of his friends are trying to get him to smoke.

What three reasons would you give to this person to persuade him not to smoke?

Choose the right word or words from the box to fill the gap in the sentences below.

wash use your handkerchief exercise

• Make sure you _______________ when sneezing.

• Before eating _______________ your hands.

• Take _______________, don’t smoke.

How can you make sure that you do not spread or catch a cold or a stomach bug? List three ways.

List five reasons why smoking is bad for you.


What effects can drugs have on people? List four things.

Unit 4L.4

73 | Qatar science scheme of work | Grade 4 | Unit 4M.1 | Materials 1 © Education Institute 2005

GRADE 4: Materials 1

Solids, liquids and gases

About this unit This unit is the first of two units on materials for Grade 4.

The unit is designed to guide your planning and teaching of lessons on materials. It provides a link between the standards for science and your lesson plans.




Previous learning To meet the expectations of this unit, students should already be able to classify simple materials on the basis of their physical properties. They should recognise that the properties of materials can be modified by the way they are processed. They should be able to devise fair tests based on predictions and recognise when a conclusion is justified. They will know how to identify patterns in their observations, and collect and organise observations and data in tabular and pictorial forms.

Expectations By the end of the unit, students know that there are three states of matter and that each has particular characteristics; they know that ice, water and steam are different forms of the same substance. They measure evaporation rates, identify examples of changes of state in everyday life and know that changes of state are reversible. Students recognise that air is a gaseous material and that it fills spaces between solids. They recognise that gases have mass, can flow and can change their volume. They know that there are many different gases and that many are important to us. They make observations and collect data systematically, plan a fair test by deciding how to control variables, and construct bar charts.

Students who progress further describe the water cycle and, in outline, the processes used in Qatar for getting drinking water from seawater. They know that although water is a good solvent, not all substances dissolve in it, and that seawater contains dissolved substances, mainly salt. They will be able to plan and conduct systematic controlled investigations. They identify patterns in observations and draw generalised conclusions from them, and make simple calculations from experimental data.

Resources The main resources needed for this unit are: • collection of liquids (e.g. syrup, ketchup, shampoo, water, tomato juice,

orange juice, fizzy drinks) • inflatable items (e.g. balloons, arm bands, swimming rings, beach ball) • collection of solids, including transparent sealed tubs of various materials

(e.g. rice, marbles, sugar cubes, icing sugar, sand, lentils, rice, gravel) • PE hoops • hand lenses, microscope (if possible) • variety of shapes of transparent containers (e.g. some with corners, some

curved, some with handles that are part of the container) • two containers connected with tubing • water trays or tanks, water play toys (e.g. water wheels, sieves, funnels) • samples, or pictures, of chocolate, wax, butter and ice • strong-smelling liquids (e.g. perfume, air freshener) • range of containers of different ‘top’ surface area (e.g. tall vase, small

bowl, plate) • syringes, helium cylinder, bicycle tyre and pump

Key vocabulary and technical terms Students should understand, use and spell correctly: • words describing states of matter, and changes of state: solid, liquid, gas,

change, melt, freeze, temperature, solidify, evaporate, evaporation • words relating to the properties of solids, liquids and gases: volume, flow,

pour, spread, squash, shape, piece, powder, bubble • names of gases: air, oxygen, methane, helium, carbon dioxide

UNIT 4M.1 10 hours



10 hours SUPPORTING STANDARDS CORE STANDARDS Grade 4 standards

EXTENSION STANDARDS

3.9.1 Classify simple materials in various ways on the basis of their physical properties.

4.11.1 Know that there are three states of matter – solid, liquid and gas – and that each state of matter has particular characteristics.

5.10.4 Describe the differences in substances before and after a temporary change and know how the change can be reversed.

3.9.3 Realise that some materials are used for many different purposes.

4.11.2 Know that changes of state are reversible. 5.10.5 Classify common changes as temporary or permanent.

4.11.3 Know that liquids can change to gases through evaporation without boiling.

5.9.2 Describe the water cycle.

4.11.4 Identify and explain examples of changes of state in everyday life.

3.9.5 Know that the use we make of materials depends on their properties and devise tests to find out how appropriate they are for the use made of them. 4.11.5 Know that the water used in Qatar is made by evaporating seawater

and condensing the pure water vapour formed. 5.9.4 Describe the process of getting drinking

water from seawater in Qatar and know that the distillation process uses waste heat from producing electricity and that the steam is condensed using seawater as a coolant.

4.11.6 Know and demonstrate that air is a material and that it fills spaces between solids.

4.11.7 Recognise that gases flow and change their volume, that they have mass, and that many are important to us.

4.11.8 Know that gases are often used in a compressed state, as in car tyres and gas cylinders.

4.11.9 Know the names of some common gases, such as air, methane, carbon dioxide, and know that methane is a fuel gas found underground in Qatar.

3.1.1 Devise a fair test or comparison and recognise when conclusions are justified.


5.1.1 Plan investigations with an understanding of the importance of controlling variables and of collecting an appropriate range of evidence, observations and relevant data in a systematic manner.

3.1.2 Make and test predictions and draw conclusions from observations and data.

4.1.2 Design a fair test by identifying key factors to vary.

5.1.2 Identify patterns in observations and data, draw appropriate, generalised conclusions and use the data to test predictions.

4 hours

States of matter

3 hours

Liquids to gases

3 hours

Gases

3.2.2 Display data and observations in tables.

4.2.2 Express results in the form of bar charts. 5.2.1 Use simple diagrams and charts to show relationships, chains and processes and to record observations and conclusions.

Unit 4M.1


Activities


Solids, liquids and gases Give students a collection of objects that includes solids, liquids and gases, and ask them to group the objects in different ways. Include in the collection such items as an inflated balloon, a beach ball, arm bands, a swimming ring, a sponge, large empty plastic bottles or tubs, bottles of fizzy drinks, transparent sealed tubs containing liquids of different viscosities (e.g. syrup, ketchup, shampoo, water, tomato juice, orange juice), transparent sealed tubs transparent sealed tubs containing various solids (e.g. rice, marbles, sugar cubes, icing sugar). Ask students to sort the collection into overlapping PE hoops, and record their sorting in tables or Venn diagrams.

Once they have had an opportunity for ‘free’ sorting, ask them to repeat the activity, this time using the labels gas, liquid and solid. Discuss the choices made with the whole class. Ask students questions such as: • What is the same about all the solids? (Repeat for liquids and gases.) • What are the differences between the solids and liquids? (Repeat for solids and gases,

liquids and gases.) • Why are there no gases in the ‘gases only’ hoop (i.e. not in the intersection with solids)? • Which things are a mixture of solid, liquid and gas? Why? (Shake the fizzy drink if necessary.

This can be done with a balloon secured in place of the lid, which inflates a little as the bottle is shaken).

Conclude the discussion by telling students that the three groups – solids, liquids and gases –have particular properties, which they are now going to learn more about.

This elicitation activity will provide useful information on students’ prior knowledge of solids, liquids and gases, as well as the general properties of materials.

Enquiry skill 4.2.4


Properties of solids In the first activity, the definite shape and volume of solids will no doubt have been discussed. However, as the ‘pieces’ of solid become smaller, this can become confusing for students. To tackle this, show students transparent tubs containing solids of decreasing particle sizes (e.g. large marbles, small marbles, dice, gravel, rice, lentils, sand, sugar, talcum powder, icing sugar). Students can begin by putting them in order of the size of the things inside each tub. Once complete, ask students if this was difficult. They will probably find that as the ‘pieces’ get smaller, it is harder to put them in order, as they may start to look a similar size. Give students hand lenses to look at the finer powders and, if possible, look at them under microscopes. The class may now be able to finish the ordering with more confidence.

ICT opportunity: If using an Intel microscope or similar (i.e. attached to a computer), the image can be captured and printed for all the class to see, and to keep as a record for display purposes.

4 hours

States of matter Know that there are three states of matter – solid, liquid and gas – and that each state of matter has particular characteristics.

Know that changes of state are reversible.

Identify and explain examples of changes of state in everyday life.

Ask students about the similarities and differences between the tubs of solids. They should notice that the pieces cannot fill the tubs, but leave spaces, because of their definite ‘solid’ shape and size (for the larger pieces, such as marbles and gravel). Demonstrate this further by mixing jars together, for example: • gravel and large marbles; • rice and small marbles; • sand and lentils.

Unit 4M.1



Then focus the discussion on the smaller pieces filling up the gaps that the larger pieces leave, and that, although some of the pieces are hard for us to see, the same happens on a small scale (ask students to predict this from what they have seen with the larger samples that have been mixed).

Properties of liquids Give students the opportunity to explore liquids further, using the tubs of liquids from the first activity. Let them try to pour liquids from one container to another (some liquids, such as syrup, ketchup, could be done by volunteers in front of the rest of the class). Provide a variety of shapes of transparent containers for pouring (e.g. some with corners, some curved, some with handles that are part of the container). If possible, provide two containers joined by tubing so that students can half fill each with a liquid, and move both containers up and down to see what happens to the level of the liquid. When using water, add food colouring to help students see what is happening.

During this activity, ask some of the following questions: • How much of the container does the liquid fill? • Are there any gaps in the container? Where are they? • Do the thicker liquids leave gaps in the container? • What happens to the liquid when you tip the container? • What happens when you shake the container? If you leave the container to stand for

5 minutes, does it look different? How?

Students should realise that the liquids take the shape of the container, leaving no gaps. The only gap is above the level of the liquid. Students should also appreciate that the liquids find their own level, and will do so when the container is tipped or turned upside down.

Properties of solids with small pieces Relate the activity in which students looked at sizes of solid pieces to the activity on liquids above by getting students to carry out further investigations into the properties of solids and liquids. Solids such as sand, sugar and salt will take the shape of the container; ask students to do some of the following activities to clarify the differences between them and liquids. • Pour a spoon of salt onto a flat surface. Repeat with water. How are they different? • Try moving salt from one cup to another using a teaspoon. Repeat with water. How are they

different? How many spoons does it take to move the same amount of salt and water? Why? • Pour water through a piece of paper towel. Try to do the same with salt. How are they

different? Why?

Give students two large trays or water tanks and some bath toys to play with (e.g. funnels, water wheels, sieves). One tray contains water and the other rice or lentils. Let them explore the differences between using the different toys with water and with the rice or lentils. For example, the water wheel should turn smoothly with water, but not so smoothly with lentils or rice. Water will pass through the funnels and sieves, but the lentils or rice may not. Discuss the differences when they have finished their exploration.



Melting and solidifying Remind students of work they have done in previous grades on melting and solidifying (or freezing). To develop this work further, give students samples, or pictures, of chocolate, wax, butter and ice in bowls. Ask them: • How can you change the solids into liquids? • Can they be changed back? How? • Why do you need to treat them differently to change each of them into a liquid and back?

(e.g. leaving them at room temperature, heating them up, cooling them down.)

Students should begin to appreciate that each substance has its own temperature at which it melts or solidifies, which may vary from freezer temperatures (very cold) to oven temperatures (very hot). Ask them to use the library, the Internet or CD-ROMs to research other solids that melt. Give them a list of things to find out more about (e.g. plastics, metals, glass, ice-cream, ice lollipops).

You could ask students to carry out their research into solids that melt as a homework activity.


Evaporation Bring samples of strong-smelling liquids (e.g. perfume, air freshener) into the classroom in sealed containers. Ask students to predict what is in the containers. Tell them that you are going to take the lid off, but not show them what is inside. Can they think of any ways in which they might know what is in the container? Remove the lids, and ask students what they think is inside. How can they tell? Where has the smell come from? How did it get from the bottle to their noses? Who could smell it first/last? Why? Why can’t they see anything in the air?

This should introduce to students the idea that something is coming from the bottles, and that this ‘something’ is a gas. The liquid perfume has become ‘gas perfume’, and the liquid has ‘evaporated’.

Discuss what happens to puddles of rain when the sun comes out. Where does the water go? Discuss other examples of evaporation (e.g. hanging washing on the line to dry, leaving your hair to dry after washing it, leaving washed dishes on a draining rack).

Put an old saucer filled with water in a sunny place. Ask one student, very carefully, to mark the level of the water with a black marker pen. Repeat every day until all the water has evaporated.

Students often use the word ‘disappear’ when talking about evaporation. It is important that they realise that the water has not disappeared, but is present in the air as a gas.

Enquiry skills 4.1.1, 4.1.2, 4.2.2

3 hours

Liquids to gases Know that liquids can change to gases through evaporation without boiling.

Know that the water used in Qatar is made by evaporating seawater and condensing the pure water vapour formed.


Design a fair test by identifying key factors to vary.

Express results in the form of bar charts.

Take this a step further by asking students to carry out an investigation into the relationship between surface area and the rate of evaporation. Challenge them to find out which of a variety of containers (e.g. tall vase, small bowl, plate) would be the best for evaporating the water the quickest. Depending on their level of investigative skills, they can be either guided or asked to establish: • what they should change (the container); • what they should keep the same (the volume of water, where the containers are placed); • what they should measure (the time taken for the water to evaporate or the level of the water

every day); • what they think will happen; • how to record their results (table, bar chart).

They should discover that the larger the surface of area exposed to the air, the faster the rate of evaporation. Ask them whether they can they think of examples of when this is important (e.g. when drying clothes).



Desalination Discuss the differences between seawater and drinking water, including the fact that seawater is salty. Explain to students that drinking water in Qatar is made from seawater. Ask students how they think the salt is taken out of the seawater. List students’ ideas. Guide them to the idea of evaporating the water if this is not suggested. Divide the ideas between groups of students and let them test the ideas.

Before carrying out the activity, some students may appreciate that if they leave the salt water on a sunny ledge, they will recoup the salt, but the water will evaporate in the air. Otherwise, discuss this at the end of the activity. The next step is to set up an experiment that will demonstrate the collection of the condensed water. One idea is shown below:

It is likely that some students will think that the salt can be removed by filtration. It is important that these students are allowed to test their ideas by filtering some salt water through paper towels in a funnel, so they can see that the salt is not removed.

ICT opportunity: Encourage students to look on the Internet to find information on the desalination plants in Qatar. This can be a homework activity.

The experiment should be left (under a desk lamp if necessary) for several days so that students can observe the water condensing on the plastic bag, rolling down to the lowest point and dripping into the empty bowl. They should also notice, after a few days, that the salt can be seen forming on the sides and bottom of the larger bowl. Eventually, the majority of the water will be in the smaller bowl, and students can dip their fingers in to taste the water.

The final discussion can also highlight the reversibility of evaporation.

Safety: Students must wash their hands before tasting the water.



Properties of gases Gather the gas-related items from the first activity in this unit (e.g. inflated balloons, arm bands, sponge). Ask students what is inside each item. They will appreciate, at least for some of the items, that they are filled with air. Remind them of the properties of liquids and solids (e.g. whether they take the shape of the container, whether they can be poured) and ask them how they think the air is different: • How is the air different from the liquids and solids? • How much of the balloon is filled with air? Is it half-full? (Repeat for other items.) • How might we be able to ‘see’ the air? What about putting these things under water – how

could we get the air out of them?

Ask for volunteers to suggest ways of releasing the air and to try them (e.g. a ‘nipped’ balloon can be released slowly, a sponge can be squeezed, an arm band can be opened and squeezed).

Explore balloons inflated with air. Partially inflate balloons and ask students to squeeze them; discuss the changes to the shape of the balloon and how the air is moving (or ‘flowing’) inside the balloon. This can be compared with balloons filled with water and sand.

Tell students to place deflated balloons at one end of a bucket balance and inflated balloons at the other end, and ask them to note the difference in mass. Alternatively, hook a coat hanger with carrier bags attached to each end to a ‘washing line’ and get students to add deflated balloons to one bag and inflated balloons to the other, a pair at a time, and observe the difference in mass.

The inflated balloon weighs more because the compressed air inside it is more dense than the air outside.

Let students try compressing (squashing) air in a syringe. They can also try compressing sand and water, to find out whether liquids and solids can be compressed.

Discuss other examples of compressing air (e.g. pushing more air into a small space when blowing up balloons, air beds, tyres). Bring in a bicycle and pump, and ask students to take turns to blow up the tyre and discuss how it feels as more air is pushed into the tyre. Ask why a pump is needed, and why they cannot blow up the tyres like balloons. Discuss the air pumps at petrol stations for inflating car tyres.

Ensure that no air is in the syringe when compressing the water or sand, as this may lead students to think that liquids and solids can be compressed.

Bring some helium-filled balloons into school, and if possible, hire a helium canister to demonstrate the release of the compressed gas into the balloons. This also provides an opportunity to talk about the mass of gases, and the fact that this gas is lighter than air.

Safety: Check that educational policy allows a gas canister of this type on school premises, and follow the safety guidelines provided.

3 hours

Gases Know and demonstrate that air is a material and that it fills spaces between solids.

Recognise that gases flow and change their volume, that they have mass, and that many are important to us.

Know that gases are often used in a compressed state, as in car tyres and gas cylinders.

Know the names of some common gases, such as air, methane, carbon dioxide, and know that methane is a fuel gas found underground in Qatar.

Start a list of gases, beginning with air, carbon dioxide, oxygen, helium, natural gas and methane. Ask students whether they can add any other gases to the list. Once you have exhausted students’ ideas, divide students into groups to use the Internet or CD-ROMs to research one gas in detail. Given them a list of questions to answer, for example: • Where is this gas found? • How is this gas useful to us? • Is the gas dangerous? How?

Ask students to produce a class booklet on all the gases they listed.

They could also produce a quiz (e.g. True/False statements) to test each other on the gases, or to give to students in Grades 5 or 6.

ICT opportunity: Use of the Internet or CD-ROMs. Students can send e-mails to appropriate local companies or hospitals asking them for information to help answer the questions.


Assessment


The plastic bottle has lemonade in it. Write in the boxes to show the parts which are:

a. solid

b. liquid

c. gas.

One has been done for you.

Complete the table below by ticking to show the properties of solids, liquids and gases. The first row has been done for you. Some rows may need more than one tick.

Property Solid Liquid Gas

Keeps its own shape

Flows easily through a pipe

Can make rigid or stiff structures

Can be squashed into a much smaller volume (space)

Takes the shape of the container into which it is put


Tick one of the boxes below to show what evaporation means.

Evaporation is the change from:

gas to liquid gas to solid

liquid to solid liquid to gas

Moodi sets up a test to find out whether more water or apple juice evaporates over 3 days. She puts both containers on the same windowsill. They are shown on the right.

Use the information above to describe one thing that is not fair in the test.

Why does it matter that the test is not fair?

Unit 4M.1



Drinking water can be made from salt water. To do this you would use heating to ___________. Then you would use cooling to ___________

It rained in the night. There was a puddle in the playground. During the morning the puddle became smaller. Students drew around the puddle at different times.

Draw a ring on the plan to show the puddle at 11:00.

The puddle got smaller. No water soaked into the playground. Explain what happened to the water.

Salman bought a box of chocolates for his mother. He hid them on his bedroom windowsill behind the curtain. That evening he wanted to wrap them up, but discovered they had changed shape completely. Explain what happened to Salman’s chocolates.

Mannam and Farha had two jars. One half- filled with marbles and the other half-filled with water. She poured the water into the jar of marbles. There was still a large gap at the top of the jar. Mannam was surprised, because she thought the jar would be full. Farha explained that the marbles had gaps in between them. Mannam still did not understand.

Write a better explanation of what has happened.

Complete the table below with information about two gases. One has been done for you.

Name of gas Where it is found How it is useful

Oxygen In the air We need it to breathe


GRADE 4: Materials 2

Metals

About this unit This unit is the second of two units on materials for Grade 4.

The unit is designed to guide your planning and teaching of lessons on materials. It provides a link between the standards for science and your lesson plans.




Previous learning To meet the expectations of this unit, students should be able to classify simple materials on the basis of their physical properties. They should be able to show how we use different materials for different purposes, such as shelter and transport, and recognise that some materials have many different uses.

Expectations By the end of the unit, students know that metals are an important class of materials and list some uses of common ones. They name the properties of metals that make them useful. They classify data and observations and draw conclusions from the classification.

Students who progress further classify the ways we change materials as temporary or permanent changes and give examples. They know that mixing materials together or heating materials can cause them to change temporarily or permanently. They classify observations according to shared characteristics and make generalised conclusions from them.

Resources The main resources needed for this unit are: • collection of metal objects (e.g. food and drinks cans (aluminium and

steel), cutlery, pencil sharpeners, watches/clocks, keys, jewellery, wheels/cogs, batteries, coins, whisk, wires/cables)

• magnets • pictures of metal objects (e.g. bridges, ships, trains, cars, lorries, aircraft,

railway lines, tools, pipes, washing machines (and other machines), metal beams/girders, knives/scissors)

• copper wire, small hammers, soft cloths • materials to test for electrical conductivity (e.g. plastic, wood and metal

rulers, wires made from different metals, wool, string, paper, card, keys, straws, spoons made from plastic, wood and metal, rubber, hair, different fabrics)

• components for an electrical circuit to light a bulb (e.g. batteries, wires, crocodile clips, bulbs)

• collection of coins, including those made from different metals, from the past, and from other countries

Key vocabulary and technical terms Students should understand, use and spell correctly: • words defining properties of metals: malleable, ductile, magnetic, conduct • names of metals: copper, aluminium, steel, iron • words pertaining to the uses of metals: building, jewellery, machines,

aeroplanes

UNIT 4M.2 4 hours





3.9.1 Classify simple materials in various ways on the basis of their physical properties.

4.12.1 Know that metals are an important class of materials and list some of their common uses.

5.10.1 Give examples of ways in which we change materials: for example, cooking, firing clay, setting cement. Know that these changes are permanent.

3.9.3 Realise that some materials are used for many different purposes.

4.12.2 Know that metals, particularly steel, are useful for making machines that have moving parts, such as cars and aeroplanes, and that steel is used in making buildings.

5.10.5 Classify common changes as temporary or permanent.

3.9.4 Compare materials according to common properties, such as hardness, strength, flexibility, transparency.

4.12.3 Explain the properties of metals that make them useful.

3.9.6 Show and understand how the way in which the material is used can affect its properties.

4 hours

Properties and uses of metals

3.2.1 Classify data according to shared characteristics and identify trends and patterns.

4.2.4 Classify data and observations and draw conclusions from the classification.

5.2.3 Classify observations according to shared characteristics and make generalised conclusions from them.

Unit 4M.2


Activities


4 hours

Properties and uses of metals Know that metals are an important class of materials and list some of their common uses.

Know that metals, particularly steel, are useful for making machines that have moving parts, such as cars and aeroplanes, and that steel is used in making buildings.

Explain the properties of metals that make them useful.


To stimulate interest and discussion, create an interactive display similar to that described in Unit 3M.1, using metal objects and pictures of metal objects instead of wooden ones. Encourage students to add items and pictures brought from home. Examples include:

Objects Pictures

pans drinks cans

cutlery pencil sharpeners

watches/clocks keys

jewellery wheels/cogs

batteries coins

whisk wires/cables

bridges ships

trains cars

lorries aircraft

railway lines tools

pipes metal beams/girders

knives/scissors washing machines (and other machines)

Questions accompanying the display can include: • Why has metal been chosen for this object? • What are the main properties of the object? • Does metal always have this property? Give me an example of a metal object that

does / does not. • Could it be made from anything else? Why / Why not? • Can you think of anything else made from metal not in the display? What are its main

properties? • Try classifying (grouping) the objects and pictures in different ways. How many different ways

can you think of? • Do you know the names of any of the metals you see? Make a list. Are there any metals you

know about that are not on the display? Why do you think that is? (E.g. precious metals such as gold or silver.)

If appropriate, provide classification cards to enable students to sort the objects into Venn diagrams or tables. Encourage students to use categories such as ‘has moving parts’ and ‘has no moving parts’, or ‘for transport’ and ‘not for transport’.

Introduce students to the properties malleable (can be shaped easily) and ductile (can be stretched into wires and pipes), so that they can sort the objects on this basis.

Provide magnets so that students can explore the metals before classifying them as magnetic or non-magnetic. Ensure that items such as aluminium foil, aluminium drinks cans or brass keys are on display to emphasise the non-metallic characteristics of some metals.

Enquiry skills 4.2.3, 4.2.4


Unit 4M.2



Give students aluminium and steel cans and let them try to bend and squash these with their hands, to experience the malleability of the materials. Give students aluminium and plastic foil to allow them to experience the ‘spring back’ of the plastic foil when scrunched, compared with the aluminium foil.

Students can experience the malleability of copper, by tapping copper wire placed on a soft cloth, to flatten the wire out. If available, show students jewellery (or pictures of jewellery from the Internet) made from copper or silver that has been shaped using hammering techniques.

Safety: Ensure that any sharp edges on the cans are covered in thick tape. Tell students to keep their fingers clear of the copper wire when hammering.

A similar activity may have been carried out in Grade 2. If so, this can be used as a revision activity, or you could just discuss it.

Let students test a range of materials to find out which ones will conduct electricity. Remind them of the activities on circuits that they carried out in Grade 2, using batteries, bulbs, crocodile clips and wires. Demonstrate how to make a simple circuit and then ask students, in groups, to repeat this. Discuss the importance of circuits being whole, without any breaks.

Show students a range of materials to test for conductivity (e.g. plastic, wood and metal rulers, wires made from different metals, wool, string, paper, card, keys, straws, spoons made from plastic, wood and metal, rubber, hair, different fabrics). Ask them to work out how they could use their circuit to find out which of these materials will let electricity pass through (i.e. conduct electricity). Ask them to record their predictions, with reasons for their choices.

They will need to set up the circuit, including a bulb and battery, so that a crocodile clip can be clipped to each end of the material being tested, and observe whether the bulb lights up.

Ask students to construct and complete a table in which to record the results of their test. They should discover that all the metal objects they tested conduct electricity. If variations in the brightness of the bulb occur, discuss this with the whole class. Copper is a particularly good conductor of electricity, and is often used in wiring.

Ensure the final discussion includes the use of metals for electrical wiring, and electrical insulators (e.g. plastic casing around cables). Use some examples from around the classroom (e.g. show students the computer cable and socket and discuss which parts are plastic and which are metal).

This activity provides an opportunity to reinforce the message about safety when using electrical items.

Enquiry skill 4.3.1

Let students test the thermal conductivity of metals, compared with other materials. Either ask them to devise their own tests, or give direction and guidance throughout the process. One way of testing thermal conductivity is to hold strips of different materials (e.g. metal, plastic and wooden rulers or spoons) in hot water, and to feel the difference by holding the material at its end furthest from the water. A more quantitative method would be to fill cups / cans / containers of different materials with hot water, place them in slightly larger containers of cold water and measure the temperature of the cold water over time.

Ask students what uses this has (e.g. cooking in metal pans, so that the heat from the hob travels to the food quickly, radiators, elements in kettles).

Safety: The temperature of the water used should not exceed 60 °C.

As a homework activity, ask students to list as many examples as possible of metals being used as heat conductors. This could be based on examples found in the home, or could be research-based.

ICT opportunity: Use dataloggers to collect the temperatures automatically.

Enquiry skills 4.1.2, 4.1.4, 4.3.2, 4.3.3



Make a collection of coins for students to observe. Try to include old, new and foreign coins in the collection. Students should observe the differences between the coins, including the range of metals used, the wearing away of older coins and the brightness of newer coins.

Ask students to use the library, the Internet or CD-ROMs to research why particular metals are used, how coins are made today and how they were made in the past, and the changes to metals used. Interesting stories can be found, such as the criminal practice of cutting off small slices of coins to melt and make into new coins. Similar work can be done with other collections, such as jewellery or keys.

You could ask students to bring in coins from home. The research aspects can be carried out as a homework activity.


Show students a video or pictures showing craftspeople working with metal using traditional methods of heating and shaping metal items (e.g. horseshoes, jewellery). Show students images of modern technology being used to heat metals. Discuss what is happening to the metals as they are heated up and shaped. Talk about the temperatures that are needed to melt metals, compared with those needed when cooking, or to melt ice. Point out the protective clothing worn by those carrying out the work, because of the high temperatures involved.

If possible, invite a local craftsperson working with metal into the school to demonstrate the skills and methods they use in their work.

Enquiry skill 4.1.4

Ask students to use secondary sources (books, Internet, local companies) to find out about a wide range of metals. Start a class list and encourage students to add more names of metals. Pictures of metals, and pictures of objects made from them, can accompany the list.

Follow this up by making small groups of students responsible for researching one particular metal further and asking them to combine their findings in a class book on metals.

As steel provides a special focus for this unit, ask all groups to produce one page on a certain aspect of steel (e.g. one group focuses on ‘use in buildings’, another looks at ‘steel in vehicles’).

As an extension activity, get the class to create a metals’ properties database, compiling information gathered from all the activities above.

This could be carried out as a homework activity.

ICT opportunity: Use of the Internet and database software.


Assessment


Sort these objects according to whether or not they are magnetic. Record your answers in the Venn diagram. Label the diagram.

Write down two examples of how this property is useful to us.

Give students a range of objects, or pictures of objects, made from metals. The property by which the objects are to be classified can be changed (e.g. malleable, electrical conductor). Students can be asked to repeat the task for two or three different properties.

Meena is cooking some rice at home. She puts water into a metal pan and places the pan on the cooker. Why is metal a good material for the pan? Tick one box:

It is very heavy

It conducts electricity well

It conducts heat well

When the water is boiling, the wooden handle on the pan is cool, but the pan is very hot.

Explain why the wood is cool but the metal is hot.


Iqbal and Saheb make a simple circuit, as shown here.

They join these objects into the circuit, to see whether the bulb lights:

cork iron nail copper rod plastic ruler steel spoon

They record their results in this table.

A B C D E Object

spoon

Bulb lights? No Yes Yes No Yes

Object B is the steel spoon. Complete the sentences below to say what objects A and C are.

Object A is either the ___________ or the ___________.

Object C is either the ___________ or the ___________.

What is the same about materials that B, C and E are made from?

How is this useful to us?

Unit 4M.2



Complete the table below about uses of metals. The first one has been done for you.

Use of metal Why has metal been chosen

Electrical cables Because metals are good conductors of electricity

The table should contain at least four rows for students to complete themselves.

91 | Qatar science scheme of work | Grade 4 | Unit 4E.1 | Earth and space 1 © Education Institute 2005

GRADE 4: Earth and space 1

Earth and space

About this unit This unit is the only unit on Earth and space for Grade 4.

The unit is designed to guide your planning and teaching of lessons on Earth and space. It provides a link between the standards for science and your lesson plans.




Previous learning To meet the expectations of this unit, students should already know that shadows occur when a light source is blocked by an object. They should know that the shape of a shadow is similar to the shape of the object that makes it. They should be able to devise fair tests based on predictions and recognise when a conclusion is justified. They should be able to identify patterns in their observations.

Expectations By the end of the unit, students know that the Sun casts shadows and that the length of a shadow depends on the time of day; they use this knowledge to make a shadow clock. They know how people used to tell the time using sundials. They know the cause of day and night and that the spin of the Earth on its axis causes shadow length and position to change. They know that the Sun is a source of heat and light. They plan a fair test by deciding how to control variables, and check and repeat observations to improve accuracy. They measure length, temperature, mass and liquid volume accurately.

Students who progress further know that the Sun and stars are light sources. They know that the Earth orbits the Sun once every year. They identify patterns in observations and draw generalised conclusions from them, and make simple calculations from experimental data. They make accurate measurements of time and distance.

Resources The main resources needed for this unit are: • computer with data projector and Internet access, a selection of CD-

ROMs on the Sun and Earth • stories about the Sun and shadows (e.g. Greek myth of Icarus, Aesop’s

Fable of the Sun and the Wind, Peter Pan by J.M. Barrie, Kipper’s Snowy Day by Mick Inkpen)

• posters or other images of eclipses • globe, small doll (e.g. from dolls’ house), re-usable adhesive, torch • range of funnels, plastic litre measuring jugs, range of shapes of

containers (e.g. bubble bath, shampoo, lemonade bottles) • stopclocks or stopwatches • sand, salt, sugar, flour, rice • resources for a marble-run: marbles, cardboard, glue, scissors • string, children’s modelling clay • newspapers for seven consecutive days containing daily temperatures • Internet access

Key vocabulary and technical terms Students should understand, use and spell correctly: • Earth, Sun, axis, spin, rotate, orbit • shadow, position, length, longer, shorter, shape, change • day, night, sunset, sunrise, light, dark • heat, hot, hotter than, cold, colder than • measure, time, minutes, seconds, volume, litre, temperature, degree,

Celsius

UNIT 4E.1 11 hours





3.11.1 Explain that shadows occur when a light source is blocked by an object.

4.13.1 Know that the Sun is a source of light and that this causes shadows of objects.

4.13.2 Know how people used to tell the time before the age of clocks.

4.13.3 Explain how the movement of the Earth on its axis causes day and night. 6.13.7 Know that the Earth orbits the Sun once every year.

3.11.2 Recognise that the shape of a shadow is similar to the shape of the object that makes it.

4.13.4 Know how the spin of the Earth on its axis causes shadow length and position to change such that the length of a shadow depends on the time of day.

3.11.7 Know that heat and light have many similar properties.

4.13.5 Know that the Sun is a source of heat as well as light and that this explains the change in temperature between day and night.

6.13.1 Know that the Sun and stars are light sources and that the Sun is the source of our daylight.


4.1.2 Design a fair test by identifying key factors to vary. 5.1.1 Plan investigations with an understanding of the importance of controlling variables and of collecting an appropriate range of evidence, observations and relevant data in a systematic manner.

3.1.3 Make systematic observations …. . 4.1.3 Understand the importance of accuracy and the need to check observations.

5.2.4 Perform simple calculations using experimental data.

4 hours

Shadows

3 hours

Telling the time

4 hours

Day and night

3.3.2 Use appropriate equipment to measure length, mass, time and temperature.

4.3.3 Measure length, temperature and the mass and volume of a liquid accurately using appropriate equipment.

5.3.3 Make accurate measurements of time, distance and force.

Unit 4E.1


Activities


Ask students to think of as many sources of light as possible. Ask them when we use the different light sources (e.g. when the Sun has set, when we are in a room with no windows, on very cloudy days). Students should realise that the Sun is our main source of light during the daytime.

Share images of the Sun with students, using secondary sources such as the Internet, CD-ROMs and videos. Images showing the Sun’s rays shining through clouds also help emphasise the point that light is Shining on the Earth from the Sun. Images showing clouds blocking the Sun and casting shadows on the Earth moves students on to think about shadows.

Safety: Tell students that they must never look directly at the Sun, as it can result in damage to the eyes, and even cause blindness.

ICT opportunity: As an extension or homework activity, ask students to use the Internet to locate further images of the Sun.


To stimulate interest and gather students’ ideas, share stories with students that include descriptions of shadows. For example, get students to discuss Peter Pan’s shadow, and how he has lost it at the start of the story (Peter Pan, by J.M. Barrie, 1904). They can talk about whether it is possible to ‘lose your shadow’ (e.g. in darkness), and whether it can be ‘stitched back on’. Another example is Kipper’s Snowy Day by Mick Inkpen (1997, Hodder Children's Books), which describes and illustrates lengthening shadows at the end of the day. Ask students why they think shadows get longer in this way.

Encourage students to talk about their own experiences of changing shadow length, using examples of their own shadows, or shadows produced in their homes at different times of day.

Take students outside into the school grounds on a sunny day (when the Sun is not high in the sky), so that they can observe their shadows. Encourage them to explore their shadows by standing together to make different ‘shadow shapes’ on the ground (e.g. standing completely or partially behind one another and producing a four-armed, three-legged person). Ask students to look for other shadows outside, and to list what objects are producing shadows (e.g. trees, cars, buildings).

Discuss eclipses in simple terms with students, and show them posters or images of eclipses (there are many available on the Internet). Discuss the idea that occasionally a huge shadow is produced on the Earth because the Moon blocks the Sun completely.

4 hours

Shadows Know that the Sun is a source of light and that this causes shadows of objects.

Know how the spin of the Earth on its axis causes shadow length and position to change such that the length of a shadow depends on the time of day.


Measure length, temperature and the mass and volume of a liquid accurately using appropriate equipment.

Let students investigate the relationship between shadows and the Sun’s apparent movement across the sky. This can be done using a shadow stick, which is any tall vertical object, from pencils to people! Tell them to record the size, shape and position of the shadow produced by the shadow stick at various times of day. The taller the shadow stick, the larger the recording area will need to be. If a person is used, then the recording can be done with chalks on the playground, or rolls of paper (e.g. wallpaper). If a pencil is used as the shadow stick, then the data can be recorded on A3 or A4 paper.

ICT opportunity: Digital photographs can be taken of the shadows of the stick at different times, and these can then be sequenced and labelled, thus providing additional data.

Enquiry skills 4.1.2, 4.2.3, 4.3.3.

Unit 4E.1



Explain to students that they need to consider the variables (e.g. position of the shadow stick, shadow stick itself, shadow produced, position of the Sun, time) and to think about which they can control, and which they are observing and measuring/recording. They should decide on the frequency of measurement (e.g. every hour).

Before carrying out the activity, ask students to predict what they think will happen to the shadow during the course of the day. During the activity, ask them to predict the position and length of the shadow in 1, 2, 3 hours’ time.

In the final discussion, encourage students to make causal statements (e.g. the shadow gets shorter as the Sun rises and longer as the sun sets (gets nearer to the horizon)).

The relationship between the Earth spinning and shadow length can be modelled using a globe and a powerful torch. Using re-usable adhesive, stick a small doll to the globe, on Qatar. Darken the room and shine the torch onto the side of the globe, and slowly turn the globe around. Ask students to watch the shadow of the doll as the globe is slowly turned. They will notice the shadow moving as the globe moves, but the torch remains still.

Tell students that the Sun remains still, and the Earth spins around. Position the doll ‘at sunrise’ and move the globe slowly round to ‘sunset’, stopping briefly when the shadow is shortest. Discuss with students how this relates to the shadow stick activity they have already carried out.

This model can also be used to help explain day and night, later in this unit.

All the activities in this section are based on historical methods of telling the time. Although the historical aspects are not covered, you could set students homework activities to research these uses.

Divide the class into groups and get each group to investigate and research one of the types of clock described below. Then ask groups to present their models and findings to the rest of the class.

Encourage more able students to download images of these historical clocks from the Internet. These can then be included in displays and students’ research, and also in PowerPoint presentations to the rest of the class.

The 'Telling the time' teaching activities are adapted from ideas developed by the University of York Science Education Group for the 'Exploring Design and Technology' pack, published by the Science Museum, London, in 1996.

ICT opportunity: Use of the Internet and PowerPoint.

3 hours

Telling the time Know how people used to tell the time before the age of clocks.


Understand the importance of accuracy and the need to check observations.

Measure length, temperature and the mass and volume of a liquid accurately using appropriate equipment.

Shadow clocks Ask students to make a shadow clock by mapping shadows, as in the investigation above. One student stands in the same position, marked with a large ‘X’, while another marks the shadow length every hour and records the time. The mark should be a line, stretching from head to toe, and the time should be written at the top of the line.

Let students test their clock on subsequent days, by standing on the X, looking at the time marked on the ground, and then checking a clock.

More able students can carry out a homework activity to find out the effect of the seasons on the effectiveness of their shadow clock.



Water clocks Ask students to investigate the effect of funnel size and spout diameter on the length of time taken for a standard volume of water (e.g. 1 litre) to flow through. If different funnel sizes are not available, students can alter the funnel size by adding tape to the end of the spout and piercing it with different objects (e.g. pin, skewer, hole punch) to make holes of varying diameters.

Suggest that they investigate the length of time for a specific volume of water to flow through transparent containers of different shapes which have a hole pierced at the bottom (e.g. bubble bath, shampoo, lemonade bottles). Encourage them to repeat each test in order to check the reliability of the data. Using transparent containers means students can mark lines on outside of the container to show water level every 15, 30 or 60 seconds, thus making a simple water clock.

Enquiry skills 4.1.2, 4.1.3, 4.3.3

Sandglasses Students may already have used these time measures in the lower grades. If a sandglass is available, ask students to predict how long it will take for the sand to run through. (If the time is indicated on the end of the timer, cover this with tape.) They can then test their prediction by timing the movement of the sand with a stopwatch. Encourage them to check the reliability of their data by repeating the timing several times.

Challenge students to make their own sandglass for a specific purpose (e.g. the length of time allowed for tidying their desks or for settling in the classroom after break). If students are struggling for ideas, make some suggestions such as taping funnels or transparent bottles (e.g. 200 ml drink bottles) together, or by shaping and joining acetate OHT sheets in funnel shapes.

Substances other than sand can be investigated for use as a suitable ‘flow-timer’(e.g. salt, sugar, flour, rice). Students would need to consider whether the substance was free-flowing, or whether it got stuck and needed a shake, or stuck to the sides of the container.

Enquiry skill 4.1.3

Rolling ball clocks Challenge students to design and make a ‘marble run’ along which a marble will roll for a specific length of time, say 10 seconds. They should first explore the effect of the angle of the slope on the speed of the marble. Slopes can be made from strips of card folded into V-shapes. Set constraints (e.g. maximum dimensions of the marble run). Suggest adding features such as flaps, ramps and sandpaper to slow the marble down.

Pendulums Ask students to make simple pendulums using string and modelling clay, and to investigate the way they work by varying one of the following: • length of the string; • size of the pendulum bob (e.g. different sized lumps of modelling clay); • mass of the pendulum bob (e.g. ping-pong ball and lump of modelling clay of the same size); • height from which the pendulum is set in motion.

Students need to measure the time taken for the pendulum to swing, say, 10 times, repeating for reliability, and to tabulate their results for discussion and comparison.




Use the globe, doll and torch, as outlined in one of the activities above, to show the doll moving in and out of the ‘light’ part of the globe. Ask students to shout ‘sunrise’ when the doll first moves out of the dark part of the globe into the light part, and shout ‘sunset’ when the doll moves out of the light.

Use secondary sources, including CD-ROMs, videos and the Internet to show students a variety of simulations and photographs from space. Bookmark the websites to allow students to explore the websites themselves. For example, the UK-based website www.schoolsobservatory.org.uk has a simulation of this activity, relating the doll on the globe to the apparent movement of the Sun/stars in the sky. The website www.scienceyear.com/planet10/solar_preload.html shows a simulation of the planets orbiting the Sun. Select ‘Earth’ to see the Earth spinning and pause the simulation to look at the light/dark areas – day and night. The website ‘Earth and Moon Viewer’ allows you to ‘turn’ photographs of the Earth, to show increasing amounts of shadow, from the position of the Sun.

Encourage students to use the Internet to locate further information, images and simulations that demonstrate the relationship between the Sun and Earth.

ICT opportunity: Use of the Internet

To introduce the idea of the Sun being a source of heat, share stories with students that focus on the heat from the Sun (e.g. the Greek myth of Icarus and Aesop’s Fable of the Sun and the wind). After discussing the stories, lead a general discussion on temperatures at different times of day, asking students the following questions: • Do you change what you wear to go outside at different times of day (e.g. before sunrise, in

the middle of the day, after sunset?) What do you do? (e.g. extra layers in the early morning or evening) Why?

• What do you think happens to the temperature outside from sunrise to sunset on a sunny day? Why?

• What happens to the temperature on a cloudy day? Why?

4 hours

Day and night Explain how the movement of the Earth on its axis causes day and night.

Know that the Sun is a source of heat as well as light and that this explains the change in temperature between day and night.

Ask students to collect and analyse data from the weather section of the newspaper, perhaps for a week-long period. If possible, select newspapers that offer maximum and minimum temperatures each day.

Encourage more able students to access weather/temperature data from meteorological websites, which offer current and archive data (such as www.worldweather.org, which offers maximum and minimum temperatures for each month of the year). In this way they can start to think about the effect of the season on the temperatures.

The data in newspapers or on websites may need simplifying before presenting to students.

ICT opportunity: Use of the Internet.



Tell students to collect temperature data over a 24-hour period. This can be done in a variety of ways, depending on the resources available.

If the school has dataloggers, students can carry out an investigation into the change in temperature throughout the 24 hours. They should consider the variables (e.g. location of sensor, position of the Sun in the sky, in shade or direct sunlight, time) and which they will observe, control or measure. Ask students to predict what they think will happen and give reasons for their choices. During the data-collection period, ask them to predict the next temperature reading.

After the data-collection period, ask them to print out the data as tables and graph for analysis and discussion. Questions for discussion could include: • Can you see a pattern in the data/on the graph? Describe what you see. • Which was the hottest time of day? • Which was the coldest time of day? • Is the pattern of the temperatures as you expected? Why/why not?

If there are no dataloggers, students can collect data for as much of the 24-hour period as possible using thermometers. They could take measurements every hour, perhaps being allowed to take thermometers home at night (they should discuss the effect of moving the location of the thermometer). The school may have weather thermometers, but ordinary thermometers can be used as long as they are protected from aspects of the weather such as rain, wind and direct sunlight.

If students can only collect data throughout the school day, they could also collect data using maximum–minimum temperature gauges.

Some of the data collection could be carried out at home, e.g. position of the Sun in the sky from the end of the school day until sunset, and similarly from sunrise to the start of the school day.

Safety: Remind students of the dangers of looking directly at the Sun, and that they must never do this.

ICT opportunity: Use of dataloggers and associated software.


Ask students to carry out research on the Sun, using the library, Internet and CD-ROMs. Ask specific questions for them to find answers to (e.g. What is the Sun? What is its temperature (which varies from the core to the outside)? What is its mass?).

Ask them to put together a presentation, perhaps for a Grade 3 class, on the information they have found.



Assessment


a. Look at the pictures. What is causing the shadows?

b. Why are some of the shadows different lengths?

Show students a series of pictures or photographs depicting objects or people with shadows of different lengths.

Hazim and Shahd record the changes to the shadow of a sports’ post during a morning. Here is their table of results.

Time (morning) Length of shadow (cm)

10.00 130

11.00 109

12.00 103

What happened to the length of the shadow in the morning? Why?

Tick one box in each row on the table below, to say whether each idea is TRUE or FALSE.

Idea True False

The Earth spins on its axis.

The Sun is hidden behind the moon at night.

Night is dark because thick clouds cover the Sun

The Sun orbits the Earth


Look at this diagram of the Sun and the Earth.

In the diagram above, what time is it in Qatar? Tick one box below:

6 o’clock (morning) 6 o’clock (evening)

12 o’clock (mid-day) 12 o’clock (midnight)

Unit 4E.1



The Earth spins on its axis. Tick one box to show how many times it spins in one day.

1 7 24 28 365

The table below shows temperatures in Doha at different times of the year. It shows the lowest and highest temperatures for each day.

Month Lowest temperature (°C) Highest temperature (°C)

July 29 42

December 15 24

a. Explain why the temperature changes like this during 24 hours (one day and night).

b. Why do the temperatures change at different times of year?

Question b, in relation to the seasons, could be asked of higher ability students only.

One method of telling the time uses a pendulum.

Ulfat and Eilaf made pendulums using modelling clay and string.

They changed the length of the string five times and timed how long it took for each pendulum to swing 10 times.

The table below shows their data.

Length of string (cm) 5 15 25 35 45

Time taken for 10 swings (seconds) 7 8 10 12 15

a. How does the length of the string affect the time taken to swing?

b. Which length of pendulum would be good to measure time in seconds? Why?

101 | Qatar science scheme of work | Grade 4 | Unit 4P.1 | Physical processes 1 © Education Institute 2005

GRADE 4: Physical processes 1

Sound

About this unit This unit is the first of two units on physical processes for Grade 4.

The unit is designed to guide your planning and teaching of lessons on physical processes. It provides a link between the standards for science and your lesson plans.

The teaching and learning activities should help you to plan the content and pace of lessons. Adapt the ideas to meet the needs of your class. For consolidation activities, look at the scheme of work for Grade 1.


Introduce the unit to children by summarising what they will learn and how this builds on earlier work. Review the unit at the end, drawing out the main learning points, links to other work and 'real life' applications.

Previous learning To meet the expectations of this unit, students should already know that we use our senses to detect sound and that we hear things with our ears. They should be able to use words to describe what things sound like and to name sound sources. They should be able to devise fair tests based on predictions, recognise when conclusions are justified and identify patterns in their observations. They should be able to collect and organise observations and data in tabular form and draw valid conclusions from them.

Expectations By the end of the unit, students know that sound is a vibration and can vary in loudness and in pitch. They know that we hear sounds when they travel through the air to our ears, that having two ears helps us tell where a sound is coming from, and that there are sounds that are either too low or too high for us to hear. They know that loud sounds can damage the ears and that people who work where there is a lot of noise should wear ear protectors. They know that sound travels at a certain speed and explain the occurrence of echoes. They show that sounds can travel through liquids and solids as well as through gases such as air. They make observations and collect data systematically, and plan a fair test by deciding how to control variables. They construct and interpret two-way tables and handle more complex equipment correctly.

Students who progress further explain how sound travels to the ear and know why some materials can prevent sound reaching the ears. They explain how to change the loudness and pitch of a sound and how echoes work. They plan and conduct systematic controlled investigations and identify patterns in observations and draw generalised conclusions from them.

Resources The main resources needed for this unit are: • drum, ‘ud, qanun, daff, castanets, xylophone, tablah , Pan pipes, nay,

mijwiz • tuning fork(s), containers, tins, elastic bands, table-tennis balls • digital camera • datalogger • buzzers/ticking clocks • foam sheeting, bubble wrap, woollen fabrics, newspaper, furry fabrics

wide-necked bottles, string, wire, cotton thread, wool, tubing, metal tray

Key vocabulary and technical terms Students should understand, use and spell correctly: • pitch, loudness, vibration, muffle, tuning • quiet, soft, noise, sound • loudness, loud, tension, tight • sound insulator, material • travel, reflect • ears

UNIT 4P.1 11 hours





4.15.1 Know that sound can vary in loudness and in pitch.

4.14.2 Know that sound is a vibration.

1.9.1 Use sense of hearing to detect sound.

4.15.3 Know that we hear sounds when they travel to our ears but that there are sounds that are either too low or too high for us to hear.

1.9.2 Know which organ we use to detect sound.

4.15.4 Know that having two ears helps us tell where a sound is coming from.

1.9.5 Name some common sources of … sound …

4.15.5 Know that loud sounds can damage the ears and that people who work where there is a lot of noise wear ear muffs to protect their ears.

1.9.6 Know that having two ears helps us to identify where a sound is coming from.

4.15.6 Demonstrate echoes and explain them in terms of the speed of sound.

4.15.7 Show that sounds can travel through liquids and solids as well as through the air.




3.1.3 Make systematic observations and identify patterns.

4.1.2 Design a fair test by identifying key factors to vary. 5.1.2 Identify patterns in observations and data, draw appropriate, generalised conclusions and use the data to test predictions.


4.2.1 Construct and interpret two-way tables. 5.2.1 Use simple diagrams and charts to show relationships, chains and processes and to record observations and conclusions.

6 hours

How sounds are made

5 hours

Hearing sounds

4.3.2 Use a datalogger to collect data automatically. 5.2.2 Use ICT methods where appropriate to communicate observations, data and results.

Unit 4P.1


Activities


Take a tour of the school for a sound walk. Challenge students to walk around the school in silence and remember all the different sounds that they could hear for when they get back to the classroom. Ask them to think about what the sounds were like (e.g. loud, quiet, high, low). Back in the classroom, ask students either to tell you all the sounds they heard so that you can make a list, or to draw all of the objects that made the sounds on paper.


Ask students to complete the following table to classify likes and dislikes in relation to everyday sounds.

Sounds I like Sounds I don’t like

Discuss why they like some sounds and not others.

Many students do not like sounds that hurt their ears. This piece of work can be referred to later in the next part of this unit, relating to safety and hearing.

Let the students listen to a sound tape and guess the sounds that they can hear.

Sound tapes can be bought from toy shops or you could make one that includes sounds around the school, at home and from the Internet (e.g. jet planes)

Ask students how they think sound is made. Encourage them to talk to each other and then share their ideas with the rest of the class. Scribe their ideas and add them to a display in the classroom.

Eliciting students’ ideas at the beginning of a topic is important. It also helps students to see how their ideas change as their learning develops.

6 hours

How sounds are made Know that sound can vary in loudness and in pitch.

Know that sound is a vibration.

In the previous activity some students may have suggested that sound is made when something vibrates. This provides an ideal opportunity to focus on the link between sound and vibration.

Ask students to place their fingers across their throat and hum – they should be able to feel the vibrations as they make a noise.

Students will need many different examples of sound and vibrations. You can also ask them to make sounds using their hands, feet, etc.

Lesson plan 4.4 ‘Vibrations’

Tell students that sound is made when something vibrates and use the following demonstrations to help develop this idea. • Place rice on a drum; when the drum is struck, students will be able to see the rice jump

because the skin vibrates. (This is also very useful for demonstrating that the louder the sound, the bigger the vibration because the rice jumps higher.)

• Give students an elastic band each and ask them to pluck it. Tell them to look at the vibration and listen to the sound.

• Tap a tuning fork on the side of a desk and then place the tip of the tuning fork gently against a student’s face – they should feel the vibrations of the tuning fork tingling against their cheek and also hear a faint humming sound.

Unit 4P.1



• Tap a tuning fork on the side of a desk and then place the tip of the tuning fork in a container of water. The vibrations from the tuning fork will make some of the water splash out of the container.

• Tap a tuning fork on the side of a desk and then place it next to a table-tennis ball hanging from a thread. As the tuning fork touches the table-tennis ball, the vibrations from the fork will move the ball.

Discuss with students how sounds are made. The easiest approach is to bring in a collection of musical instruments and ask students how the sound is made, for example: • drum – hit, strike; • ‘ud – pluck; • qanun – pluck; • daff – shake, hit; • castanets – hit, bang things together; • xylophone – strike, hit; • tablah – strike, hit; • Pan pipes – blow; • nay – blow; • mijwiz – blow.

If possible, invite a musician to show the instruments being played and explain how the musician makes the sound louder, quieter, lower and higher.

Allow students to try out the instruments themselves and talk about how the sounds are made. Ask students to draw the instruments and write a sentence beside each drawing. Alternatively, let them take digital photographs and make a class Big Book on Sound.

Percussion instruments Either demonstrate using a drum, or let students use one themselves, so that they can see how the drum is changed to alter the sound.

Show students that to make a louder sound the drum has to be hit harder, so that the vibrations are bigger (place some rice on the drum again to show the vibration).

Show students that to make a quieter sound the drum has to be hit softly, so that the vibrations are smaller (place some rice on the drum again).

Discuss with students the idea that some sounds are higher and lower – tell them this is called pitch. Ask students to make high sounds with their voices and low sounds with their voices. Then ask them to make a loud sound, then a quiet sound. Then, to ensure that they understand the difference between loudness and pitch, ask them to do the following: • make a low loud sound; • make a high quiet sound; • make a high loud sound; • make a low quiet sound.

Some students confuse higher with louder and quieter with lower pitch.



Show students how, when playing a drum, the pitch of the sound is changed by tightening the drum or making it more slack.

Allow students to use a drum and change not only how loud they play it but also the pitch.

Ask students to draw a picture, or take a digital photograph, of themselves playing a drum and ask them to write a sentence explaining the rule about:

• making a loud sound (e.g. the harder you hit the drum, the louder the sound);

• making a quiet sound (e.g. the softer you hit the drum, the quieter the sound);

• making a high sound (e.g. the tighter the drum, the higher the sound (pitch));

• making a low sound (e.g. the slacker the drum, the lower the sound (pitch)).

Stringed instruments Ask students how they think stringed instruments work, and thinking about how drums work, how would a musician do the following: • make a loud sound; • make a quiet sound; • make a high sound; • make a low sound?

Give students a tin or a box and some elastic bands to make a string instrument of their own.

Challenge them to make different sounds using different elastic bands.

Ask them to draw a picture of their instrument and write sentences explaining how to change the sound, for example: • Tightening the elastic band makes the sound higher. • Thick elastic bands make low sounds.

Ask them to complete a table like the one below.

What I changed What I think will happen

(predict)

What happened

An important aspect of sound that students should be able to explain is the relationship between what they do and the sound that is made.



Wind instruments Demonstrate how blowing across the top of a bottle containing water (glass bottles are best) can make a sound.

Allow students to explore this activity and, as they try it themselves, find out what happens to the sound as more or less water is added to the bottle.

Ask students to think about what they would have to do to change the pitch of the sound.

Ask them to complete a table like the one below.

What I changed What I think will happen

(predict)

What happened

Show students other wind instruments and, if possible, allow them to try to make different sounds with them.

Ask them to think about whether the column of air is short or long and how this relates to the sound being made.

Safety: Students must use glass bottles with care. Tell them that if any get broken they must not pick up the pieces but should tell an adult.

It much easier for students to understand how percussion and stringed instruments work than how wind instruments work. In wind instruments students find it difficult to appreciate that it is the column of air that vibrates and that the longer the column of air, the lower the sound; the shorter the column of air the higher the sound.

Many students think that it is the water in the glass bottle that is making the sound. In fact, the water only serves to lengthen or shorten the column of air in the bottle. However, if the bottle is tapped then the sound changes because of the size of the column of water.

Provide students with experiences to show that changing the material from which an instrument is made can also change the sound. For example, ask students to make a container drum and to place different materials over it (e.g. plastic, greaseproof paper, foil).

Give students containers made of plastic, wood and metal and ask them to make container shakers by placing different kinds of objects (e.g. beads, feathers, pebbles, water or feathers) inside and note how these different materials change the sound their shakers make.

Containers such as washing-up bottles, soft drinks bottles, baby food tins, plastic food containers provide different effects for sound shakers.

This activity makes a very good finale to this topic on how sounds are made. Ask students to choose a story, nursery rhyme or a poem and to make sound effects to go with what they have chosen.

Tell them they can use a range of materials, instruments, containers, etc., to make the sound effects. This provides a very good opportunity to find out whether students understand how to use a variety of instruments and materials to make different sounds.

Give them a set amount of time to make their sound makers, practise their sound effects and then to perform in front of the rest of the class.

Take the opportunity to take digital photographs for the class Big Book on Sound and also to allow students to perform in front of a younger audience.



Refer students back to discussion in the previous section about how sounds are made. Ask them to think about how they hear sounds, focusing on the idea that we hear sounds with our ears.

Ask students to think about why we have two ears instead of just one. Ask one student to make a sound and tell the others to listen to it first using both ears and then using only one ear. Ask them ‘What difference does it make? Can you hear the sounds better or less well with one or two ears.’

Ask students to think about why our ears are on either side of our heads.

The focus is on the idea that the position of our ears and those of other animals helps us to hear things in the environment.

Explain to students that some sounds are too low or too high for humans to hear, and that other animals can hear sounds that we cannot. For example, snakes hear low sounds as do pigeons and elephants, while bats can hear high sounds.

Ask students to find out information about animal ears and hearing at home and to bring information to school to put in a special class book.

Students could collect their information about animal ears and hearing and make a special class book. They could include photographs and sentences.

Get students to think about sounds that they do not like. Ask them: • What kinds of sounds are they? • Why don’t you like them? • Which sounds hurt your ears? • Why do you think the sound hurts your ears?

Ask students to draw the objects that make these sounds on paper and to write a sentence explaining why they do not like them, or you could write down their ideas for them.

Explain to students that some sounds can be dangerous and that we must look after our ears. Ask them to think of places where the sounds are so loud that they could hurt their ears. Ask them also to think about people who work in environments where sounds are so loud that they need to protect their ears.

In explaining why some sounds are dangerous, refer back to the drum in the previous unit. If a sound is very loud, then the vibration will be very big. Tell them that sometimes it can be so big that it can hurt and even break something called the eardrum inside our ears.

Safety: Explain to students that they should never place anything inside their ear or make a loud sound next to a person’s ear.

5 hours

Hearing sounds

Know that we hear sounds when they travel to our ears but that there are sounds that are either too low or too high for us to hear.

Know that having two ears helps us tell where a sound is coming from.

Know that loud sounds can damage the ears and that people who work where there is a lot of noise wear ear muffs to protect their ears.

Demonstrate echoes and explain them in terms of the speed of sound.

Show that sounds can travel through liquids and solids as well as through the air.



[continued]

Give students a buzzer and ask them if they think they would be able to hear it if it was, for example, covered by fabric, under water, on the other side of a door or wall. Activities such as this help students to appreciate that sound can travel through air, water and solids. Ask students how they know in everyday life that sound travels through air, water and solids.

Give students buzzers and ask them to explore which kind of materials muffle the sound made by the buzzer. Introduce the words sound insulator and challenge students to classify materials according to whether they are good or poor sound insulators.

Introduce the idea that some materials muffle or stop sound from travelling and that materials that do this are called sound insulators. If students know about electrical insulators and heat insulators, draw comparisons to help students understand the term.



The following investigation helps to illustrate how sound can travel through different materials and that some materials are better than others.

Show students how to make a simple string telephone.

Get students to work in groups and ask different groups to investigate different things about the telephone; for example: • Which material is the best for making a telephone wire? (e.g. wire, string, cotton thread,

wool.). • Is a thick wire better than a thin wire for making a telephone?

Ask students to make a plan of what they will do. Tell them to think about: • which materials they think they should test;

• how they will test the different materials;

• what equipment they will need; • how they will test for soundproofing; • how they will make their test fair; • what they will measure; • how they will record their results – what their table will look like.

When students have carried out their investigation, challenge them to consider their results and think about: • what their results tell them; • their conclusions; • why they think that some materials are better than others.

Ask them which is the best container to use for a telephone (e.g. yoghurt pot, tin can, polystyrene cup).

Safety: If using food containers, make sure that they have been thoroughly washed and that sharp edges have been smoothed. If using wire, make sure that students do not walk or run into the wire.

Telephones are easily made using two containers joined by a string or wire. If tin cans are used, a hole can be knocked through using a hammer and a nail, but rough edges inside the can must be smoothed to avoid students cutting themselves.

Enquiry skills 4.1.1, 4.1.2, 4.2.1

[continued]

Construct and interpret two-way tables.

Use a datalogger to collect data automatically.

Present students with the following problem to solve. Hassan works for a construction company and he often has to visit busy and very noisy

building sites. He needs a new set of ear protectors, to make sure that his ears are not damaged by the loud noises of drills and other equipment.

Please help Hassan by designing a set of ear protectors and testing the materials that would muffle or stop the sounds from getting to his ears.

When you have finished, write him a letter or draw a poster explaining how you carried out your test and what your results were.

This activity offers the opportunity to carry out a fair test investigation; you should focus on the scientific enquiry standards indicated at the beginning of this unit.

Enquiry skills 4.1.1, 4.1.2, 4.2.1, 4.3.2



Ask students to make a plan of what they will do. Tell them to think about: • which materials they think they should test; • how they will test the different materials; • what equipment they will need; • how they will test for soundproofing; • how they will make their test fair; • what they will measure (could they use a datalogger to take sound measurements?); • how they will record their results – what their table will look like.

When students have carried out their investigation, challenge them to consider their results and think about: • what their results tell them; • their conclusions; • why they think that some materials are better than others.

ICT opportunity: In this activity students could use computer dataloggers – sound sensors could be used to record the level of sound coming from a box with a radio in it that is wrapped in different materials, such as paper, bubble wrap, foam sponge, tissue paper. Dataloggers would give students numerical readings, and some would also draw a graph.

Challenge students to create a safety poster about looking after our ears and protecting them from loud and dangerous sounds.

Challenge students to find out what the speed of sound is and use their knowledge to explain why during a thunderstorm they see the lightning first before they hear the sound.

Demonstrate to students how echoes work. Allow them to try it for themselves, using two cardboard tubes, placed at an angle against a metal tray, with quiet sound source (e.g. a ticking watch) at the end of one of the tubes.

Ask students to try to explain what happens to the sound when the watch is ticking and why someone can hear the ticking at the end of the other tube.

Ask students where they have heard echoes in everyday life. Encourage them to research echoes at home and bring information to school to place in the class Big Book on Sound.

This activity needs a ticking clock or watch or a small radio that is turned down low. In a noisy environment this activity has limited success, so students need to be quiet.


Assessment


Aisha was playing a drum. Explain how the sound is made. Use the words vibration and sound in your answer.

The words vibration and sound are given to students to find out whether they can use the words appropriately.

If Aisha wanted to make the sound louder, what would she need to do? Would the vibration be bigger or smaller?

Aisha knows that if she wants to change the pitch of the drum she needs to tighten or loosen the drum skin. What would happen to the pitch of the sound if she tightened the skin? What would happen to the pitch of the sound if she loosened it?

This could be an activity in which one student demonstrates and the others think about their explanations.

Why do humans have two ears and why are they at the side of the head?

Here is an elastic-band guitar. Demonstrate four different ways that you can change the sound the elastic-band guitar makes. As you demonstrate, explain what you are doing and how the sound changes.

Give students an elastic-band guitar. They could change the sound by, for example: • using different thickness of elastic band; • tightening the elastic bands; • loosening the elastic bands; • plucking them in different ways.

Roza and her group carried out an investigation into which material was best for sound proofing. They wrapped a ticking clock in a series of different materials in turn, and placed it inside a box each time. Here are their results.

Material Volume of sound recorded by computer sensor

Paper 6

Cotton wool 2

Aluminium foil 7

Bubble wrap 1

a. Which material was the best for sound proofing? How do you know? What is it about this material that makes it a good sound insulator?

b. Which material was the worst for sound proofing? How do you know?

c. What do you think Roza and her group did to make their test fair?

This can be used to assess several abilities, for example: • to read data in a table; • to draw conclusions; • to suggest a fair test; • to explain why some materials are better

sound insulators than others.


Mahmood was under a bridge and he shouted his name and he heard his name echo back. Explain how the echo worked. Use these words in your explanation: sound, travel, reflect, ears.

The words sound, travel, reflect and ears are given to students to find out whether they can use the words appropriately.

Unit 4P.1


GRADE 4: Physical processes 2

Heat and temperature

About this unit This unit is the second of two units on physical processes for Grade 4.

The unit is designed to guide your planning and teaching of lessons on physical processes. It provides a link between the standards for science and your lesson plans.

The teaching and learning activities should help you to plan the content and pace of lessons. Adapt the ideas to meet the needs of your class. For consolidation activities, look at the scheme of work for Grade 1.


Introduce the unit to children by summarising what they will learn and how this builds on earlier work. Review the unit at the end, drawing out the main learning points, links to other work and 'real life' applications.

Previous learning To meet the expectations of this unit, students should already know that we use our senses to detect heat and that we feel things with our skin and should be able to use words to describe what things feel like. They should be able to make observations and simple measurements related to heat. They should be able to collect and organise observations and data in tabular and pictorial forms.

Expectations By the end of the unit, students know the difference between heat and temperature, measure temperature accurately and know that the temperature of an object rises when it is heated. They know what causes an object to warm up or cool down. They know that some substances are better conductors of heat than others and compare the insulating properties of different materials. They recognise when conclusions are justified. They construct and interpret two-way tables. They handle more complex equipment correctly.

Students who progress further apply their knowledge and understanding of temperature, heat and insulation to everyday problems. They use terms such as thermal insulator and thermal conductor when explaining how different materials can be used. They plan and conduct systematic controlled investigations. They identify patterns in observations and draw generalised conclusions from them. They make accurate measurements.

Resources The main resources needed for this unit are: • thermometers, computer temperature sensor • beakers, metal cans, ice • materials for insulation (e.g. bubble wrap, aluminium foil, woollen fabric,

cotton, paper, polystyrene, polythene) • wooden, plastic and metal spoons, metal saucepan with wooden or

plastic handle

Key vocabulary and technical terms Students should understand, use and spell correctly: • temperature, thermometer, degrees Celsius, Fahrenheit • conductor, conduct, insulator, insulate, thermal insulator, thermal

conductor • room temperature

UNIT 4P.2 12 hours





1.9.1 Use sense of touch … to detect heat …

4.14.1 Estimate temperature using touch, and measure it accurately using a liquid-in-glass thermometer.

1.9.2 Know which organs we use to detect heat …

1.9.5 Name some common sources of … heat.

4.14.2 Know that when the temperature of an object is different from the temperature of its surroundings, heat will move into or out of the object until it is at the same temperature as its surroundings.

4.14.3 Know that substances differ in their conducting and insulating properties.




3.1.2 Make and test predictions and draw conclusions from observations and data.

4.1.2 Design a fair test by identifying key factors to vary. 5.1.2 Identify patterns in observations and data, draw appropriate, generalised conclusions and use the data to test predictions.


4.2.1 Construct and interpret two-way tables. 5.2.3 Classify observations according to shared characteristics and make generalised conclusions from them.

6 hours

Heat and temperature

6 hours

Insulation

3.3.2 Use appropriate equipment to measure mass, time and temperature.

4.3.2 Use a datalogger to collect data automatically. 5.2.4 Perform simple calculations using experimental data.

Unit 4P.2


Activities


Ask students to think about what they know about heat and temperature. Ask them, in pairs, to produce sentences, or to draw a concept map, to show what they know and understand about heat and temperature. With the whole class, encourage students to share their ideas and make a list of key things for future reference.


Discuss with students the idea of measuring temperature and why we need thermometers.

Show students a collection of thermometers (e.g. room thermometer, baby bath thermometer, thermometer strips (used with children), thermometers for fish tanks, science thermometers). Ask students to think about any differences and similarities between the thermometers.

The next activity is used to prove that the human sense of touch can be fooled about the temperature of an object. It helps to suggest how dangerous it can be if our senses are fooled and why we need thermometers.

Place three bowls of water in front of students: a bowl of hand-hot water, a bowl of ice-cold water and a bowl of water at around room temperature.

Ask students to put their hand in the hot water, then the cold water and then the water at room temperature and ask them whether that bowl is hot or cold.

Talk about a mother bathing her baby and the problem of her just using her senses to tell how hot the water is; ask students what she should use and why.

Safety: Mercury thermometers must not be used because mercury is toxic.

Safety: Care is needed with hot water.

6 hours

Heat and temperature Estimate temperature using touch, and measure it accurately using a liquid-in-glass thermometer.

Know that when the temperature of an object is different from the temperature of its surroundings, heat will move into or out of the object until it is at the same temperature as its surroundings.




Use a datalogger to collect data automatically.

Give students a thermometer each, or one per pair. Draw a large thermometer on the board or OHP, similar to the one students have. Ask them to look at their own thermometers and see how many things they can find out (e.g. type of numbers, colour of liquid).

Use their comments to annotate the thermometer on the board or OHP (e.g. scale, red liquid (spirit), zero (freezing / melting point)).

Ask students to hold the bulb at the bottom of the thermometer and note what happens to the spirit. Challenge them to think about what this might mean in terms of using a thermometer to take measurements, and what they should not do.

Explain the scale used on a thermometer. Draw different levels of the spirit on the thermometer and ask students what the temperature is. Then ask them to read their own thermometers and write down the temperature.

Give students containers holding water at different temperatures, including ice cubes, and ask them to take the temperature of water in each container and record their results.

Ask students to guess the temperature of the water before they take the temperature and to compare their results with their predictions.

Set students the problem of making a baby’s bathwater the correct temperature, using the beakers, thermometer and water on their table. Tell them what temperature the water has to be and ask them how they will solve the problem.

Small individual whiteboards, as sometimes used in language lessons, are useful in science. Students could, for example, write the temperature on the board and hold it up to show you. This allows you to see whether all students can read a thermometer.

Introduce the idea that some thermometers will show Fahrenheit and some will show Celsius. Explain these terms.

Enquiry skill 4.1.4

Unit 4P.2



Ask students to think about what happens to the temperature in the classroom over 24 hours, from 6 o’clock in the morning to 6 o’clock in the morning the next day. Give students key times during the day and ask them to write down whether the temperature will be higher or lower than at the previous time and why. For example: • 6 o’clock in the morning – cool (no one in school, cool time of day) • 9 o’clock in the morning – warmer (lots of people and day is getting warm) • 1 o’clock in the afternoon – cooler (people leaving school) • 3 o’clock in the afternoon – warmer (air conditioning turned off).

Ask them to think about how they could find out if their ideas were correct. Ask students, in pairs, to plan what they would do.

Children sometimes use the words 'heat' and 'temperature' interchangeably. These are two distinct concepts, and it is important for teachers to use the words correctly.

This activity is more effective if computer temperature sensors (i.e. computer dataloggers) are used.

Using students’ ideas from the previous activity, show students the computer datalogger sensors and ask them how they can be used. The class should be able to suggest that the temperature sensor is left out for 24 hours so that it can collect data at regular intervals. Challenge students to think about how often the datalogger should take the temperature.

After 24 hours, show students the line graph produced by the computer showing changes in temperature across time and ask: • What time was the temperature the warmest? Why? • When was it coldest? Why? • Where was the biggest drop in temperature? Why? • Between what times did the temperature stay about the same for the longest time? Why?

Ask students to suggest other areas in the school where it would be interesting to log the temperature over 24 hours. Why do they think it would be interesting and what do they think the pattern in their data would be?

ICT opportunity: A sensor (datalogger) linked to a computer can be used to display the temperatures at regular time intervals. This provides an opportunity for children to begin to interpret a line graph. If you do not have access to temperature sensors, carry out these activities using thermometers and record the temperature at regular intervals during the day. If students have not used computer sensors before, they will need to be given experience of exploring how the sensors work.

Students are usually able to read a line graph before they are able to construct line graphs themselves.

Enquiry skills 4.1.1, 4.1.2, 4.3.2

Ask students what they think will happen if a beaker of ice-cold water and a beaker of hot water are left for 1 hour in the classroom. When they have made their predictions, ask them why they think that will happen and how they could carry out an investigation, using either computer sensors or spirit thermometers, that would show them if they were right.

They will have to make decisions about how many times to take measurements and therefore at what intervals. They may require support in carrying out the calculations. Once they have decided what they are going to do, ask them to produce the table on which they will log their results.

Now let them carry out the activity. When they have finished, their results should be transferred onto a line graph, which will show a warming/cooling curve in which the temperature plateaus at room temperature. It will be important to support students in analysing the data and reading the line graph. Ask students to ‘tell the story of the line graph’ and what happened to the temperature over time.

In this activity, you have to decide whether students are able to create their own line graph or whether you will use a set of student data to show students how to produce a line graph.

Enquiry skills 4.1.1, 4.1.2, 4.3.2



Create an ice balloon. Take the ice out of the balloon and place it in a large bowl or tank of water. Ask students to predict what will happen to the ice and what will happen to the water. Ask students to take readings at regular intervals, using either a thermometer or computer sensor.

Then ask them to create a line graph from their data, or use the line graph produced by the computer. Ask them to look at the data and answer questions such as: • What was the temperature of the water before the ice was placed in the bowl? • What was the lowest temperature? • When did the sharpest rise in temperature occur? • How long did it take for the water temperature to return to room temperature?

An ice balloon can be created by filling a balloon with water, tying the end and placing it in a freezer for at least 24 hours.

You have to decide whether students are able to create their own line graph or whether you will use a set of student data to demonstrate how to produce a line graph. An important aspect of this activity is helping students to decide the frequency of the readings. It is important that students read and analyse data.

Take into the classroom a collection of things that are used around the home to keep things cool. This might include ice blocks, cool boxes and cool bags, drinks flasks, drinks cups of different kinds. Ask which ones would keep food cool and which ones would keep food warm.

Some students might suggest that most could do both. The majority will suggest that they only keep things cool, because for many that is their experience. This could be challenged by placing warm food in cool bags and cold drinks in a flask.

Discuss with students how they keep things cool at home and why we need to keep things cool. Write their ideas down to form a poster.

Introduce the word insulation in relation to keeping things cold and keeping things hot.

6 hours

Insulation Know that substances differ in their conducting and insulating properties.




Use a data logger to collect data automatically.

Give students a problem such as the following to solve.

Take in some frozen ice lollies (preferably ones in plastic) and say that the freezer has broken down and we want to keep the ice lollies frozen for as long as possible, while the freezer is being mended.

Ask them to think about how they would keep the ice lollies frozen without a fridge or freezer. Create a poster of their ideas.

Students will probably offer the idea of wrapping the ice lollies in a material. Encourage them to think about which materials might be the best and scribe their ideas.

Ask them how they would find out which is the best material to keep an ice lolly frozen the longest. Challenge them to plan a fair test. They might test materials such as bubble wrap, newspaper, aluminium foil, polythene.

To support their planning, ask them to think about: • What will you change? • What will you keep the same to make it a fair test? • What will you measure? • How often will you measure and for how long? • How will you record your results? • Which material do you think will be the best? Why?

This activity is a difficult one in which to take measurements, but students could record their observations or take digital photographs at set intervals.



When students have completed their test and have their results, ask them to think about why some materials worked better than others. Discuss the idea of a material being a good insulator of heat – that is, the material can keep heat in and not let it pass through. Point out that a poor insulator of heat does the opposite – the material allows heat to travel through it easily, therefore it is a good conductor of heat. Ask students to think about where they might have come across materials that are heat insulators and heat conductors in the home.

Ask students to think about where they have heard the terms insulator and conductor before – in their work on electricity. Remind them that a good conductor allows electricity to pass through easily while an insulator does not.

Give students a problem such as the following to solve.

The school is inviting parents to see a school play. The parents will be offered tea. The tea will be poured out just before an interval but the school needs to buy the right kind of disposable cups – ones that keep the tea hot for the longest time.

Show students three or four different kinds of disposable cups and ask them to think about which one might keep the tea the hottest for the longest time. Then challenge them to plan and carry out a fair test to find out which cup is best.

To support their planning, ask them to think about: • What will you change? • What will you keep the same to make it a fair test? • What will you measure? (How could a computer datalogger be used?) • How often will you measure and for how long? • How will you record your results? • Which cup do you think will be the best? Why?

When students have completed their test and have their results, ask them to think about why some materials worked better than others. At the end of this activity students should be able to answer the original question and suggest which kind of cup should be purchased.

This activity provides an opportunity for students to carry out a fair test investigation.

Students will need to measure the temperature at the beginning of the test and at set intervals over a set amount of time. Because each of the liquids in the cups might have a different start temperature, students will have to calculate the fall in temperature. Students often find this idea difficult and might require support in setting up the table that helps them to record the data.

In this activity you have to decide whether students are able to create their own line graph or whether you will use a set of student data to show students how to produce a line graph.


Explain to students that some materials are good insulators of heat and that sometimes materials are used to conduct heat.

Give students a collection of kitchen items (e.g. saucepan, oven glove, metal spoon, wooden spoon). Ask them to think about where materials that insulate or that conduct heat have been used. For example, a wooden spoon is a good insulator of heat; metal is used for saucepans to conduct heat but often the handles are made of wood or plastic because these insulators stop the person cooking from burning themselves.

Place spoons made of metal, plastic and wood in a container of hot water and ask students to touch the spoons and say how warm the handles are after five to ten minutes.

Ask students to draw this activity and label the material of each spoon as a conductor or insulator and to explain what those terms mean.

Give students a collection of materials that are thermal insulators and thermal conductors (e.g. plastic, wood, metal) and ask them to sort them into those that are thermal insulators and those that are thermal conductors. Ask them to also test the materials to see which are electrical conductors, to show that metals are good thermal conductors and good electrical conductors.

This activity helps students to link across different areas of science to illustrate the different properties of materials.



Ask students to think about what they know about heat, temperature and insulation. Ask them, in pairs, to produce sentences, or to draw a concept map, to show what they know and understand about heat and temperature and insulation. Allow them to compare this piece of work with the same activity carried out at the beginning of the topic. Ask them to make a note of what they think they know now that they did not know then.


Assessment


Look at the thermometers. Underneath each one, write the temperature it shows. Show students an illustration of three thermometers, each with different temperatures in degrees Celsius.

Look at the picture. What is the student doing wrong? Why? Explain how the student should use a thermometer.

Show an illustration of a student holding at thermometer at the bulb end.

If a hot drink is left to cool for 1 hour, what do you think will happen to the temperature of the drink and what will the line graph look like? Sketch the graph.

Salman bought a flask. Which of these are true and which are false?

a. The flask will only keep drinks hot. True / False

b. The flask will keep cold drinks cold. True / False

c. The flask will not keep cold drinks cool. True / False

d. The flask will keep hot drinks hot. True / False

Which of these are true and which are false?

a. Metal is a poor insulator. True / False

b. Wood is a good conductor of heat. True / False

c. Metal is used in saucepans to conduct heat. True / False

d. Wood is sometimes used for spoons because it is a poor conductor of heat. True / False

Assessment

Set up activities that allow students to demonstrate what they have learned in this unit. The activities can be provided informally or formally during and at the end of the unit, or for homework. They can be selected from the teaching activities or can be new experiences. Choose tasks and questions from the examples to incorporate in the activities.

The graph shows the results of an investigation carried out by students.

Look at the graph and answer these questions.

a. What do you think the students did to get t data?

b. What did the students keep the same?

c. Which cup kept the liquid warmest?

d. Which cup is the best thermal insulator?

e. What do you think was the temperature of the room?

From QCA Testbase Q03 A 07

Unit 4P.2

Science scheme of work for the State of Qatar · 2011-10-18 · scheme of work reflects Qatari...

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