CYRFactbooks L3 TN Full

Factbooks:
Why is it so?
Level 3
Introduction
Thanks and Acknowledgements

Factbooks: Why is it so? Teaching Notes written by Brenda Kent The author and publishers are grateful to the following contributers: Hilary Ratcliff: Editor Jean Glasberg: Consultant Editor Claire Lawrence: Science Consultant
Contents
Introduction Why Does Water Freeze?
Topic 1: What is everything made of? Worksheet: Solid, liquid or gas? Topic 2: Liquids, solids, freezing and melting Experiment: Which ice cube will melt first, second, third and so on? Topic 3: Gases Experiment: What will happen if our teacher covers a lighted candle with a glass jar? Simplified questions and answers Its quiz time! ideas and answers 4 6 8 9 10 12 13 15 16
Why Do Raindrops Fall?

Topic 1: Weather facts rain Worksheet: The water cycle Experiment: How much rain will fall in our playground? Topic 2: Weather facts wind Topic 3: Boats, balloons and other ways of travelling Worksheet: By land and by sea Texts for poster-making Experiment: Will it float? Simplified questions and answers Its quiz time! ideas and answers 17 19 20 22 23 25 26 27 30 31
Why Do Leaves Change Colour?

Topic 1: Plants of every colour Worksheet: Some facts about plants and colour Topic 2: Some weird and wonderful plants Experiment: Sprouting bean seeds Topic 3: More about plants Worksheet: Plant words Simplified questions and answers Its quiz time! ideas and answers 32 34 35 37 39 40 41 42
Why Do Bridges Arch?

Topic 1: Famous buildings of the world Worksheet: Famous buildings of the world Topic 2: Building strong and weak structures Experiment: Building a tower out of newspaper and sticky tape Topic 3: Bridges Experiment: Making a bridge out of lollipop sticks or drinking straws Simplified questions and answers Its quiz time! ideas and answers 43 45 47 49 51 52 54 55
Why Do Crocodiles Snap?

Topic 1: Different kinds of animals Worksheet: How popular are our pets? Topic 2: Adaptation Topic 3: Endangered species Simplified questions and answers Its quiz time! ideas and answers 3 56 58 59 61 62 63
Introduction
Welcome to Factbooks: Why is it so?
The main purpose of this supplementary series is to extend your pupils knowledge and curiosity about the world of science and, at the same time, to help develop their reading skills all through the medium of English.
Why are the book titles all questions?

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

You can use the books to supplement and add variety to your existing science curriculum. For instance, you may be studying forces and motion. This would be a good time to introduce Why Do Bridges Arch? Or perhaps one of the questions will come up naturally. On a cold day one of the children might ask Why does water turn into ice? Now might be a good time to introduce Why Does Water Freeze?
Are the books also suitable for the school library or classroom book corner?
Yes, they are. Many children really enjoy non-fiction books. In addition, they will be useful as a resource to keep your fast finishers occupied during science lessons.
How should I introduce the books in class?

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

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

Topic 1: What is everything made of?
Key language
solid liquid gas made of matter
What you need

xamples of nonE
Note: You may wish to leave introducing the concept of pourable solids, for example, sugar, sand, coffee and salt, until the students are at a higher level. In any case, we suggest you only introduce this idea once the general concepts of solid and liquid are firmly established.
pourable solids, for example, stones, crayons and glass beads.

xamples of liquids, for E
example, orange juice, honey and water.

Jugs on a tray. A cloth
First ideas
See Introduction for suggestions on how to introduce the Factbook for the first time.
and hand towels.

n inflated balloon A
and/or a bottle of fizzy drink.

copy of the worksheet A

See Introduction for suggestions on how to use the activities identified by the and icons.
Solid, liquid or gas? for every child.
Before reading
Here are some examples of how you might introduce key language, writing the new vocabulary on the board throughout: Separate your solids and liquids into two groups and say These are all solids. These are liquids. You could then mix them all up again and ask the children to help you sort them back into the two groups. Demonstrate that liquids take the shape of the container they are in, and contrast this with the solids by showing that you cant change their shapes in the same way. Introduce made of and matter by encouraging the children to think about what the props are made of, saying, for example, Air is made of matter. This stone is made of matter. Make it clear that everything is matter, and that matter can be a solid, a liquid or a gas. Ask them if they can see the air. Tell them that the air is made of gases and that gases are usually invisible.
Reading
Read page 4 of the Factbook and Tiny atoms on page 8 to the children, pausing to discuss and clarify the concepts, for example, by touching things around you and encouraging the children to do the same. Alternatively, play the CD (tracks 3 and 5) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
After reading
Worksheet: Solid, liquid or gas?

A Show the children that the first one has been done for them as an example.
The children work individually and then compare their answers before you go over them with the class. Make sure they draw the bubbles in the drink. The children work in pairs throughout.
Answers:
A. 2. liquid 3. solid 4. solid 5. solid 6. liquid 7. gas children should draw the bubbles 8. solid
B You could brainstorm some ideas first, getting confident children to draw and
write on the board and adding some ideas of your own. Dont be afraid to look up any unknown words in a bilingual dictionary. The children can then copy their favourite ideas from the board and also add some new ones. The children just copy ideas from the board. The children try to think of four new ideas.
Additional activity Simplified questions and answers (page 15): See Introduction for suggestions
on how to use these.
Name
Worksheet: Solid, liquid or gas?

A. Write solid, liquid or gas and complete the unfinished picture.
1. orange juice
2. water
3. stones
4. glass beads
liquid
5. crayons
6. honey
7. bubbles in your drink
8. rocks
B.
Now draw some more solids, liquids or gases. Can you write the words in English? Write solid, liquid or gas.
Cambridge University Press 2010 PHOTOCOPIABLE
Topic 2: Liquids, solids, freezing and melting

Note: This follows on from Topic 1.
Key language
wet loosely stick dry freeze melt
What you need

ater, a jug and a bowl W
on a tray. Cloth and hand towels.

ome ice cubes in a clear S
First ideas
plastic container.
ee also What S

you need for the experiment.
Before reading
Here are some examples of how you might introduce key language, writing the new vocabulary on the board throughout: If possible, gather the children round you. Use the water and containers to revise the words liquid and pour, for example, by asking a volunteer to pour some water from one container into another and by saying This is a liquid. Carlos can pour it from the jug into the bowl. Illustrate the adjectives wet and dry using your hands, the water and a hand towel, saying The water makes my hands wet. Now they are dry again.
Reading
Read page 6, Tar on page 10 and Rock can melt! on page 11 to the children, pausing to discuss and clarify the concepts, for example, by looking at the ice cubes and discussing how they are melting in the warmth of the classroom. Alternatively, play the CD (tracks 4 and 6) instead of reading, pausing where necessary. The children could then reread the pages to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
After reading
See the experiment Which ice cube will melt first, second, third and so on?
Experiment: Which ice cube will melt first, second, third and so on?
Procedure
Tell the children they are going to put ice cubes in different places around the classroom and/or playground and see which melt first, second, third and so on. Ask the children whether it will make any difference what size the ice cubes are. Establish that the ice cubes need to be the same size for it to be a good experiment. Ask them whether they think it will be a fair experiment if some groups warm the containers with their hands or poke or stir the ice cube as it melts. Agree that the children should resist the temptation to do these things. Get the children to suggest places. Agree on safe and suitable ones, ideally making sure at least one is in a very warm location. Ask them to guess in which places the ice cubes will melt first, second and so on. Ask them to justify their predictions. Help the children to fill in the first part of their experiment record sheet (Planning our experiment) by eliciting and writing useful language on the board. Get each small group to measure and record the temperature in one of the chosen places on their record sheets. Give each group an ice cube in a suitable container. Get the groups to monitor each ice cube and report back when their ice cube is melted and note the time with them. Help them to record their results on the board too. When all the ice cubes have melted, discuss the results with the class, before helping them to complete their record sheets by eliciting and writing useful language on the board. As well as circling one of the smiley faces, the children could write a sentence to say what they thought about the experiment.
What you need

mall ice cubes (all S
the same size and shape) and a number of suitable containers.

uitable thermometers S
(not mercury) for each small group of children.

and towels. H quipment to protect E
clothes and the classroom, and to clear up spills.

n experiment record A
sheet for each child (see page 11), plus a clipboard if possible. Partially complete the record sheet before photocopying, leaving gaps for the children to fill in.
n additional activity A
for the children to do while waiting for all the ice cubes to melt.
ptional: Watches or O
Extension activity
See if the children can suggest variations on this experiment, for example, comparing whether one ice cube on its own in a container will melt faster than five heaped up together in another container (placing the containers next to each other to keep the air temperature constant). Note: Heaping the ice cubes up together will slow down melting.
classroom clock.
10
Name
Experiment record sheet

Which ice cube will melt first, second, third and so on?
Planning our experiment:
What will be the same for each ice cube? What will be different for each ice cube? Where will my group put our ice cube?
What my group did:

We measured the temperature in the place where we put our ice cube. It was
What the class discovered:

The first ice cube to melt was the one (where?) because The last ice cube to melt was the one (where?) because When did my groups ice cube melt (first, second, third, ... )?
What makes ice cubes melt? Look at page 6 of the Factbook.
What I thought of this experiment:
11
Topic 3: Gases
Note: This follows on from Topic 1.
Key language
gas oxygen nitrogen breathe fuel burn flame
What you need

n inflated balloon. A bottle of fizzy drink. A candle and matches. A ee also What S
First ideas

Before reading
Here are some examples of how you might introduce key language, writing the new vocabulary on the board throughout: Ask the children What do people and animals need to live? Elicit that they need air to breathe, as well as food, shelter and so on. Ask Whats in the balloon? Is it a solid, liquid or gas? Do the same with the bubbles in your fizzy drink. Light the candle. Say The candle is burning. Look at the flame.
Reading
Read page 7 to the children, pausing to discuss and clarify the concepts, for example, by breathing loudly. Alternatively, play the CD (track 4) instead of reading, pausing where necessary. The children could then reread the page to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
After reading
See the experiment What will happen if our teacher covers a lighted candle with a glass jar?
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Experiment: What will happen if our teacher covers a lighted candle with a glass jar?
Procedure
Gather the children round you so they can see your materials. Light the candle. Ask the children what they think will happen when you put the jam jar over it. Put the jam jar over the candle and ask the children to comment on what they see. Make sure that your candle is completely extinguished. If you remove the jar too quickly, the flame can reignite. Ask them why they think the flame goes out. Refer to what they read in the Factbook. Ask What does a candle need to burn? What do you think has happened to the oxygen? Write useful language on the board. This will help them to complete Part B of the experiment record sheets. Note: The oxygen gets used up by the burning flame. The flame goes out when there is no more oxygen under the jar. The children complete Part A of their experiment record sheets by illustrating the sentences. They then write their explanation for Part B, using your notes on the board to help them. The children fill in the gaps. As well as circling one of the smiley faces, the children write a sentence to say what they thought about the experiment.
What you need

candle. A atches. M glass jam jar. A n experiment record A
sheet for each child (see page 14). Partially complete Part B of the record sheet before photocopying, leaving gaps for the children to fill in. White out some of the words in Part A of the record sheet before photocopying. The children have to fill in the gaps before doing their drawings.
Extension activity
Get some different size jam jars and ask the children to predict what will happen if you repeat the experiment with these. Note: The bigger the jar, the more oxygen and the longer it will take until the flame goes out.
13
Name

What will happen if our teacher covers a candle with a glass jar?
A. Draw pictures to show what your teacher did.
1. Our teacher lit a candle.
2. Then our teacher put a jam jar over the lighted candle.
3. The flame began to get smaller.
4. The flame went out.
B.
Why did the flame go out?
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Simplified questions and answers

Q: What is everything made of? A: Everything is made of matter.
Q: What kinds of matter are there?
A: Solids, liquids and gases.
Q: How do you know something is a solid?
A: Solids are hard and do not normally change shape.
Q: Why is water wet?
A: Water feels wet because liquids are made up of tiny pieces of matter that are only loosely joined up.
Q: Why does water freeze?
A: When water gets very, very cold, tiny pieces of matter stick together to make ice.
Q: What is air made of?
A: Air is mainly made up of the gases oxygen and nitrogen.
Q: What makes fire burn?
A: Oxygen makes fire burn.
Q: How big are atoms?
A: Atoms are so tiny that millions of them would fit on a full stop.
Q: What are minerals?
A: Minerals are natural substances in the ground, such as gold, tin and salt. Rocks are made of minerals.
Q: Can rock melt?
A: All solids can melt if you heat them up enough even rock.
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Its quiz time! ideas and answers

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

gas, matter, liquid, solids
Activity 2
1. matter 2. oxygen 3. liquid 4. gas 5. solids
Activity 3
L L A Q O B S U V R O C K A N H I K R L N C M J R A T D H O N E Y S G B Y D E O J W O T F P N R E X U S U G A R
Honey. Because it is a liquid and all the others are solids.
Activity 4
2 a) 3 b) 4 e) 5 d)
Activity 5
2. T 3. F. Water freezes when it is very, very cold. 4. F. Burning produces heat and light. 5. F. Millions of atoms can fit on a full stop.
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Why Do Raindrops Fall?

Topic 1: Weather facts - rain Key language
water cycle evaporate fresh water raindrop
What you need

The water cycle for every child.

dditional activity: See A
First ideas
also What you need for the experiment.

Before reading
Here are some examples of how you might introduce key language, writing the new vocabulary on the board throughout: Draw a simple diagram of the water cycle similar to the one on the worksheet The water cycle. Describe this to the children using the key language. You could also ask Have you ever seen steam rising off the road on a very hot day? Draw a simple diagram to illustrate this and elicit some of the key language from the children by asking them questions about it, for example, What happens to rain water on the road on a very hot day? Where does it go?
Reading
Read pages 4 and 6 of the Factbook, pausing to discuss and clarify the concepts, for example, by referring to your diagram on the board. Alternatively, play the CD (tracks 9 and 10) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
After reading Worksheet: The water cycle

This worksheet uses text from the Factbook. Give out the worksheets with the strip at the bottom folded under. Ask What does the picture show? Ask the children to try to predict the answers, but dont correct them yet. Then read page 4 of the Factbook aloud (books closed) or play the CD (track 9) and ask the children to fill the gaps. Get the children to compare with their partner again before reading page 4 aloud or playing the CD again. Tell them to unfold the strip at the bottom and check again before you go over the answers with the class. Make sure they realise the words are not in the right order. Give out the worksheet unfolded and let the children refer to it throughout. Cut the answer strip off the bottom of the page before handing out the worksheet.
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Answers:
1. 2. 3. 4. 5. Water clouds cycle rocks rain
Additional activities Simplified questions and answers (page 30): See Introduction for suggestions
Poster making: The theme of this and other sections of the Factbook would
lend themselves to large-scale artwork labelled in English. When you have read more sections of the Factbook, you might like to organise this in small groups, one group doing a diagram of the water cycle, another a diagram with arrows illustrating how boats float and submarines rise and sink, and so on. (See also ideas under Topic 3.)
Experiment: How much rain will fall in our playground? Useful links
If you have internet access in the classroom, investigate http://www.britishcouncil.org/kids-topics-weather.htm or, if appropriate, suggest one of the activities from the site for optional homework.
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Name
Worksheet: The water cycle

Look at the diagrams and talk to your partner. Think of words to fill the gaps. Now listen and fill the gaps.
Where does our water come from?

1. goes on a long journey called the water cycle. Water in the sea evaporates. This makes 2. and then rain falls. The rain collects in rivers that then flow back into the sea. Then the 3. starts all over again.
Why is the sea salty?

The salt comes from 4. the salt behind so the 5. in the rivers and sea. When sea water evaporates, it leaves falls as fresh water. Clean fresh water tastes good to drink.
Choose from these words to fill the gaps: rocks rain water cycle clouds
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Experiment: How much rain will fall in our playground?

Procedure
Discuss with the children how much rain falls in your region at different times of the year. Ask the children how quickly they think rain would fill the beaker if you left it outside in the current season. Tell the children you are going to record how much rain falls over the next few days, weeks or months. Discuss how you might do this using the beaker. Guide the class to the idea of marking it up with equal markings. Ask the children to suggest how near or far apart the markings on the beaker should be, given how much rain you are expecting. When you have marked up the beaker, place it in a suitable position in the playground. Dont put it in direct sunlight, particularly in hot regions. Decide when and how you want to get the children to check the readings and to pour the water away. You could do this as a class or you could organise a rota, but dont forget to remind the children. Check the readings frequently if you are in a region where the water will evaporate quickly. Help the children to record results on the class bar chart. Help the children to complete the different sections of the experiment record sheet at appropriate times, by eliciting and writing useful language on the board and getting them to copy the results from the class bar chart onto their individual bar charts. After you have completed the experiment, the bar chart might look something like this:
Mark 5 Mark 4
What you need

non-opaque plastic A
beaker.
marker. A xperiment record E
sheet for each child. Before photocopying, add suitable markings and labels. For example, if you are expecting high rainfall on a large number of days over the next week, label the horizontal axis Days and mark the vertical axis with a wide range of gradations which will correspond to the markings you will make in class on the beaker. Then write the days of the school week spaced out along the horizontal axis. If rain is likely to be less frequent, you might choose to measure the rainfall at the end of each week for a few weeks. If it is likely to be even drier, you might compare the rainfall for each month of the school term. Partially complete the first part of the record sheet, leaving gaps for the children to fill in, before photocopying. Class bar chart: A large version of the uncompleted bar chart, like the one on the childrens experiment record sheet.
Rainfall
Mark 3 Mark 2 Mark 1
Monday Tuesday Wednesday Thursday Friday Days
Alternatively, you might choose to get the children to make their bar charts by computer. At the end of the experiment, help the children to write observations about what the chart shows, for example, Our chart shows that there was very little rain at the beginning of the week, and then a lot of rain at the end of the week. As well as circling one of the smiley faces, the children write a sentence to say what they thought about the experiment.
Extension activity
Discuss with the children how fresh water gets to homes in your region. Does it come from reservoirs, bore holes, springs or desalination plants before being piped to homes? How far does the water have to travel? Are there ever water shortages in your region? If so, what can people do to save water?
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Name

How much rain will fall in our playground from
What we need:
to
What we are going to do:
How much rain we are expecting:
Here are Our results:

This bar chart shows how much rain fell in our playground from to .
Rainfall
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Topic 2: Weather facts - wind Key language

wind breeze kite gale cyclone spiral flood
What you need

picture of a kite. A ictures to illustrate P
First ideas
wind, breeze and gale.

ee Useful link for S
materials for kite making.

Before reading
Here are some examples of how you might introduce key language, writing the new vocabulary on the board: Use your pictures to teach wind, breeze and gale. Take the children into a suitable large space and ask them to spread out. Say Its a very hot day. Go for a walk. Walk slowly its very, very hot. Now stop and look at me. Blow very gently and mime a breeze with your fingers. Tell the children There is a very gentle wind or breeze. Tell them Go for a walk again. The breeze feels very nice on your face, on your arms, on your legs. Ask them to stop. Say There is a gentle wind blowing now. Show them your picture of a kite and say Its just right for flying a kite. Get them to fly imaginary kites. Tell them The wind is getting stronger now. Its very hard to hold onto your kite. Your kite gets blown away! Now its a gale! You must try to walk home, but its very, very difficult to walk. Each step is really hard to take. You could use your imagination and the childrens to extend the activity to introduce cyclone, spiral and flood if you like. Make it a game: call out breeze, wind, gale, fly a kite and the children have to mime appropriately.
Reading
Read page 7 of the Factbook, pausing to discuss and clarify the concepts, for example, by blowing gently on your fingers to illustrate breeze. Alternatively, play the CD (track 10) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
After reading
See Useful link for website with free instructions for making kites in the classroom.
Useful link
Go to http://www.molokai.com/kites/ and find the free instructions 20 kids 20 kites 20 minutes for making kites in the classroom.
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Topic 3: Boats, balloons and other ways of travelling

Key language
float sink push boil hot-air balloon steam engine submarine steam-powered tank
What you need

dditional activity: A A
copy of the worksheet By land and by sea for every child.

dditional activity: A
First ideas
Texts for poster-making.

ee also What S

Before reading
Here are some examples of how you might introduce key language, writing the new vocabulary on the board throughout: Brainstorm different means of transport by writing boat and train on the board and asking the children to call out other words to add to the list. Tell the children that today they are going to practise finding information very fast (scanning), as well as reading some facts about boats and trains and other ways of travelling. Tell them that when they are looking through the Factbook to find the information, they should let their eyes scan over the page a bit like looking for their name on a list, and zoom in when they see the right sort of words. They can use the pictures to help them too. Ask the children to work with a partner to find all the different ways of travelling they can in the Factbook and to write a list or the page number. Ask the class to tell you what they have found and write a new list on the board.
Reading
Read Why does a boat float? on page 5 of the Factbook, and also pages 11 and 13, pausing to discuss and explain the concepts, for example, by focusing on the pictures in the Factbook, drawing diagrams on the board and miming with your hand balloons coming up and down. Alternatively, play the CD (tracks 10, 12 and 13) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
After reading
See the experiment Will it float?
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Worksheet: By land and by sea

This worksheet uses text from the Factbook. Give out the worksheets with the strip at the bottom folded under and ask the children what the pictures show. Get the children to work in pairs and try to fill as many of the gaps as possible. After a few minutes, tell the children they can unfold the strip at the bottom to help them check their answers. Make sure they know the words are not in the right order. Give out the worksheets unfolded and let the children refer to them throughout. Cut the answer strip off the bottom of the page before handing out the worksheet. When the children are ready, you could tell them to check the answers in the Factbook or play the CD (tracks 9 and 12) to them before you go over them with the class.
Answers:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. floats air push rises balloons air down under water sink steam move
Poster-making: Put the children into pairs or small groups and give each
pair or group a text at the right level for them (see page 26.) Get each group to plan and make a colourful poster illustrating their texts and to copy the texts onto the posters. Encourage them to be as creative as they like with the pictures and the lettering so that the process is enjoyable and memorable. They could make a collage, drawing the outline of their pictures, tearing up magazine pictures into small pieces, sorting them according to colour and then gluing them on to the poster. Encourage the children to discuss how they should share these tasks. More confident groups could edit or add to their texts or write their own.
Useful links
Look at http://www.homeschoolscience.com/sample_lessons/sample_ skaters.html for an experiment using paperclips to show how pond skaters walk on the surface of the water. Introduce the topic by showing the children the picture of the pond skater on page 9 of the Factbook and ask them what they notice before reading and discussing the text.
24
Name
Worksheet: By land and by sea

Why does a boat float?
A boat 1. because water pushes it up from below. A boat has lots of empty space in it. The empty space is light 2. , not heavy water, so the water below doesnt have to 3. very hard.
Up, up and away!

Hot air 4. . That is why hot-air 5. can float in the sky. A flame heats the 6. inside the balloon and the hot air pushes the balloon up. To come 7. , the pilot lets out some air from the balloon.
Submarines
Submarines are boats that travel 8. water. They have special tanks that fill with 9. to make the submarine 10. . To make the submarine come up, the tanks are filled with air.
Steam power
When water boils, it makes 11. . Steam is very strong. It can move the lids of pans when you are cooking and it can even make steam trains 12. .
Choose from these words to fill the gaps. push water floats under air sink rises steam air down move
25
balloons
Texts for poster-making

This boat can float because the water is pushing it up from below. The water doesnt have to push very hard because the boat has lots of empty space in it. The empty space is light air. This is a hot-air balloon. The flame is heating the air inside the balloon. The hot air in the balloon is rising and pushing the balloon high into the sky. This submarine is a special boat that can travel under water. It has a tank that fills with water to make the submarine sink. The tank fills with air to make the submarine come up. When water boils, it makes steam. James Watt invented a very strong steam engine. His steam engine was used in trains, factories and even steam-powered cars.
texts
This boat can float because it has lots of empty space in it. The empty space is light air. A flame heats the air inside this balloon. Hot air rises. That is why this hot-air balloon can float in the sky. This submarine has a special tank filled with water. That is why the submarine can sink. When water boils it makes steam. Steam is very strong and can make this steam train move.
texts
These boats can float because water pushes them up from below. They all have lots of empty space in them. Because the empty space is light air, not heavy water, the water below the boats doesnt have to push very hard. The flame in this hot-air balloon heated up the air inside it. The hot air rose and pushed the balloon high up into the sky. The pilot wants to come down now, so he is letting out some of the air from the balloon. This submarine has special tanks that fill with water to make it sink. That is why it can travel under water. It is under the water now, but the captain is filling the tanks with air. That is why it is coming up. This train has a steam engine. Water boils to make the steam. Steam power is very strong and can make the train move fast. You can see the steam too.
26
Experiment: Will it float?

Procedure
Gather the children around you and show them one of the containers filled with water and some of the objects. Ask them to predict which will sink and which will float. Ask them why. Demonstrate with one or two objects and see if the children were right. Record the results on the board, on a table with the headings Things that float and Things that sink. Tell the children their task is to try to predict five things that will float and five things that will sink and then to test their predictions. Put them into groups, each with a container and some objects. Get them to sort through their objects and then to fill in the first part of the experiment record sheet. If you like, encourage them to experiment with other objects, but you may want to tell them to check these with you first. Help the children to complete the record sheet for the experiment by eliciting and writing useful language on the board. As well as circling one of the smiley faces, the children write a sentence to say what they thought about the experiment.
What you need

ontainers of water. At C
least five objects that will float and at least five which will sink, for example, plastic boxes, mugs, wooden blocks, sticks and stones, for each small group of children.
quipment to protect E
clothes and the classroom and to clear up spills.

and towels. H xperiment record sheet E
for each child. Use the alternative record sheet. Fill in the first column with a list of objects, five of which will sink and five of which will float, for the children to test. They have to predict which they think will float and which will sink and tick the appropriate column. They then do the experiment and tick the result column when their predictions are correct.
Extension activity
Give the children some small pieces of aluminium foil and ask them to experiment with making shapes that float and shapes that sink.
27
Name

Will it float?
What we need:
We think these five objects will float:

1 2 3 4 5
We think these five objects will sink:

1 2 3 4 5
Here are our results:

Things that float Things that sink
of our predictions were correct.
of our predictions were wrong.
28
Name

Will it float?
Objects
We think it will float We think it will sink Our prediction is correct
of our predictions were correct. of our predictions were wrong.
29

Q: Where does our water come from? A: Water in the sea evaporates. This makes clouds and then rain falls.
Q: Why is the sea salty?
A: The salt comes from rocks in the rivers and sea.
Q: Why do I feel thirsty?
A: Your body is telling you to drink more water.
Q: Why does a boat float?
A: A boat floats because water pushes it up from below. A boat has lots of empty space in it, so the water below doesnt have to push very hard.
Q: Why do raindrops fall?
A: The clouds make raindrops. When they get too heavy to stay in the air, they fall to earth.
Q: Why does the wind blow?
A: When warm air rises, cooler air moves in to fill the space. We feel this moving air as wind.
Q: What is a cyclone?
A: A cyclone is a high-speed wind that forms over warm seas.
Q: How can hot-air balloons float in the sky?
A: Hot-air balloons can float in the sky because hot air rises. A flame heats the air inside the balloon and the hot air pushes the balloon up.
Q: How do submarines work?
A: Submarines have special tanks that fill with water to make the submarine sink.
30

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

a) 5 b) 4 c) 7 d) 4
Activity 2
a) 8 b) 11 c) 5 d) 10
Activity 3
gales, hail, wind, breeze, raindrops
Activity 4
2. evaporates 3. clouds 4. falls 5. rain
Activity 5
2. T 3. F. It comes from rocks in the rivers and sea. 4. T 5. T
31
Why Do Leaves Change Colour?

Topic 1: Plants of every colour
Key language
leaf/leaves creature chlorophyll reproduce stem bee energy sunlight attract butterfly
What you need

ot plants, cut P
First ideas
flowers, seeds, fruit and vegetables and/ or pictures of plants and trees, bees and butterflies.
lternatively, if the A

school has a suitable garden, you could start the lesson off there.
Some facts about plants and colour.

ed, yellow, blue, purple R
Before reading
Here are some examples of how you might introduce key language, writing the new vocabulary on the board throughout: Use your plants or pictures to introduce the words leaf, leaves and stem. Say Heres a leaf. What colour is it? This is the stem. Is it the same colour as the leaf? and so on. If you are outside, there may be the opportunity to introduce bee and butterfly and to explain that they and dogs and cats and so on are all creatures. Alternatively, use pictures to do this. Also ask the children what colours they can see in the plants, pictures of plants and leaves that you have brought in.
and pink crayons.

ptional: Leaves whose O
colours have changed from green.

dditional activity: A
frieze paper, coloured crayons, string.
Reading
Read page 4 and Why are flowers different colours? on page 5 of the Factbook, pausing to discuss and clarify the concepts, for example, by drawing a picture of the sun on the board with its rays falling on a leaf. Alternatively, play the CD (track 15) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
32
After reading Worksheet: Some facts about plants and colour A The children read the sentences in pairs and tick True or False. Go over the
answers with the class, correcting the false sentences with the children.
Answers:
A. 1. False. Plants have green leaves when they have chlorophyll in their leaves and stems. 2. False. Chlorophyll changes the energy from sunlight into food for the plants. 3. True 4. True B. 1. Red and/or yellow. 2. Blue. 3. Pink, purple and/ or white.
B The children look at page 15 of the Factbook to check which colours to

colour the flowers. Alternatively, read the section aloud several times while the children work, or play the CD (track 5).
Artwork: The children could do leaf rubbings by placing suitable leaves under
a sheet of paper and rubbing with a crayon. The children could then cut their leaf rubbings out carefully and paste them onto one long piece of frieze paper to decorate the classroom. Alternatively, create an autumnal scene in the corner of the classroom. Some of the children could paint a tree trunk on a vertical strip of frieze paper. Attach this to the wall. Then place some of the childrens leaf rubbings on the floor and thread the rest of the leaves on thread and suspend them over the pile of leaves.
33
Name
Worksheet: Some facts about plants and colour

A. Are these sentences true or false? Tick the box.
1. Plants have red leaves when they have chlorophyll in their leaves and stems. 2. Chlorophyll changes the energy from moonlight into food for the plants. 3. When the weather is cold, trees stop making chlorophyll. 4. We see different colours in the leaves when they stop making chlorophyll.
True
False
B.
Look at these pictures and colour the flowers a colour that each creature prefers. 1.
2.
3.
34
Topic 2: Some weird and wonderful plants

Key language
desert cactus stem store root giant medicine fast-growing superlative adjectives
What you need

aterials for making M
posters.
dditional activity: See A
First ideas

Before reading
Tell the children that they are going to practise finding information very fast, as well as reading about some weird and wonderful plants. Tell them that when they are looking through the Factbook to find the information, they should let their eyes scan over the page, a bit like looking for their name on a list, and zoom in when they see the right sort of words. They can use the pictures to help them too. Here is an example of how you might introduce key language: Revise superlative adjectives, for example, by drawing two groups of three trees in different colours to illustrate tall, taller, tallest and fat, fatter, fattest on the board. Ask the children Which is the tallest tree? to elicit The blue one (is the tallest tree) and so on.
Reading
Write the words tallest, largest, fastest-growing, oldest on the board, and ask the children to find plants that match these words in the Factbook. If necessary, demonstrate by doing the first one with the children as an example. As the children find the words and tell the class the page numbers, write simple sentences on the board for each word, for example, The tallest tree in the world is a giant redwood called Hyperion. Read the sentences with the children. Then rub out the superlatives and ask Which is the tallest tree in the world? Which was the tallest tree ever? Then just give the superlative, for example, tallest as a cue to elicit The tallest tree in the world is a giant redwood called Hyperion or The tallest tree ever was a fir tree in Canada. Now ask the children to scan the Factbook for more weird and wonderful plants. Ask them to call out the page numbers and to read the names of the plants if they can. Write the page numbers and the names of the plants on the board. Read the sections to the children, pausing to discuss and clarify the concepts, for example, by holding your nose when talking about the Rafflesia flower.
Answers:
Tallest: The giant redwood page 8 and a Douglas fir tree page 9; largest: the Rafflesia flower page 10; fastest growing: bamboo page 10; oldest (tree): the bristlecone pine called Methuselah page 11; oldest (bush) the creosote bush called King Clone page 11
35
After reading Artwork: The theme of these sections of the Factbook would lend themselves
to large-scale artwork labelled in English. When you have read them, you might like to organise this in small groups, each group taking one of the weird and wonderful plants and making a large poster about it for the classroom wall. Help the children to find additional information about their plants on the Internet.
Additional activities Experiment: Sprouting bean seeds Simplified questions and answers (page 41): See Introduction for suggestions
36
Experiment: Sprouting bean seeds

Note: If suitable bean seeds are available in your region, you could do this experiment so that the children can see the roots develop, as well as the stem and leaves.
What you need

jam jar. A wo bean seeds and T
Procedure
First demonstrate how to line the jam jar with wet blotting paper or kitchen paper. Then place two or three bean seeds between the paper and the glass. You will need to keep a small amount of water in the bottom of the jar at all times.
some wet blotting paper for each child and for you to demonstrate with.
lant pots and growing P
medium for each child.

xperiment record sheet E
for each child. Partially complete the record sheet before photocopying and get the children to fill the gaps.
Help the children to complete the first two parts of the experiment record sheet by eliciting and writing useful language on the board. Help the children to line their jam jars and place their beans in them. Put the jam jars in a suitable place, keep the paper reasonably moist and help the children to monitor what happens, recording this on their record sheets in writing and by drawing pictures. Help the children to transplant their plants into suitable pots and growing medium as the plants develop. At suitable intervals, get the children to draw different stages of the growth of their plants. As a variation, you could experiment with putting some additional seeds in less favourable positions, for example, in a dark cupboard. The children could then compare the development of these plants with theirs. As well as circling one of the smiley faces, the children write a sentence to say what they thought about the experiment.
37
Name

Sprouting bean seeds
What we need:
These pictures show what happened:
38
Topic 3: More about plants

Key language
count rings growth timber note pattern
What you need

copy of the A
First ideas
worksheet Plant words for every child.

ptional: A O
section of a tree trunk.

Before reading
Here are some examples of how you might introduce key language: Show the children your section of a tree trunk or refer them to the pictures on page 5 of the Factbook. Say Here is a tree trunk. Look there are rings. Trace the rings with your finger. We can count them. Demonstrate, counting One, two, three, four. If you have a cross section of a tree trunk, you could also ask them if they know how old the tree was. If none of the children knows, say they can find out in the Factbook. If any of the children know, get them to check their ideas in the Factbook.
Reading
Read How do we know how old a tree is? on page 5 of the Factbook, pausing to discuss and clarify the concepts, for example, by referring to your tree trunk or the pictures. Alternatively, play the CD (track 15) instead of reading, pausing where necessary. Scanning: Ask the children to scan through their Factbooks to find who discovered how to work out the age of a tree. Read page 13 with the class as the children follow in their Factbooks. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
After reading Worksheet: Plant words: Show the children that the first one has been done
for them as an example. The children finish labelling the diagrams.
Answers:
A. b. seeds c. roots d. branch e. leaves f. trunk g. growth ring B. a. A plant with a flower b. stem c. flower d. leaf C. Pupils own ideas.
Tree rings: Help the children to work out the approximate age of the tree from
your cross section of trunk. Alternatively do this with the illustration in the Factbook. The children might also enjoy drawing their own cross section of a tree trunk with lots of concentric rings for their friends to count.
39
Name
Worksheet: Plant words

A. Use the words in the box to label the diagram.
leaves A tree trunk growth ring roots seeds branch
a. A tree b.
d. e. f.
c. B. Use the words in the box to label the diagram.

flower stem leaf A plant with a flower
g.
a.
c.
b. d.
C. What other words to do with plants can you think of? Draw some pictures to help you remember.
40

Q: Why do most plants have green leaves? A: Because chlorophyll makes them green. Chlorophyll changes the energy from sunlight into food for the plants. A: When the weather is cold, trees stop making chlorophyll and so the leaves are not green any more. A: Flowers need to attract different creatures to help them to reproduce. Different creatures like different colours. A: We can tell how old a tree is by counting the rings in its trunk.
Q: Why do leaves change colour?
Q: Why are flowers different colours?
Q: How do we know how old a tree is?
Q: Do all plants grow in soil?
A: Most plants grow in soil, but some plants grow on rocks or other plants.
Q: Do large seeds grow into tall plants?
A: Sometimes they do, but not always.
Q: How can the cactus grow in deserts?
A: It has large stems that can store water.
Q: Which is the tallest tree in the world?
A: The tallest tree in the world is a giant redwood called Hyperion.
Q: Which was the tallest tree ever?
A: The tallest tree ever measured was a Douglas fir tree in Canada.
Q: Which is the fast-growing plant in the world?
A: Bamboo is the fastest-growing plant in the world.
Q: Which is the oldest known living tree in the world?

A: A bristlecone pine, called Methuselah, is the oldest known living tree in the world.
41

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

2 d) 3 e) 4 c) 5 a)
Activity 2
stem, roots, trunk, chlorophyll, seeds, flower
Activity 3
1
T A
R I N G S
L L
S O I
R E D W O O D
Activity 4
1. food 2. rings 3. medicines 4. insects
42
Why Do Bridges Arch?

Topic 1: Famous buildings of the world
Key language
dome span skyscraper tower museum movable roof bridge twin tower castle pyramid
What you need

ictures of important P
and familiar bridges and other buildings in your country.

First ideas
Famous buildings of the world for each child or pair of children.

ptional: A long strip of O

frieze paper.
dditional activity: A A
Before reading
Here are some examples of how you might introduce key language, sticking the pictures on the board and writing the new vocabulary by them throughout: Use your pictures to introduce as much of the key language as possible. For example, say Where is this building? Yes, its in our town. Its the bridge over the river. Look it has a very big span. What about this bridge? Does it have a smaller span or a bigger span? Yes, it has a smaller span. And where is this building? Yes, its in our capital city. Its a sports stadium. Look at the roof its a dome. Is it movable? Can they move the roof? When all the pictures are on the board, rub off the key language and ask the children to call out all the words they can remember. Rewrite the words on the board in their original position. Invite volunteers to come and write any words they can remember on the board. Ask children questions about the buildings, for example, Which building is taller this one or this one? Do you think this building is very strong? Is it made of metal or stone? Is it old or new? Is the roof movable? Tell the children they are going to look at pictures of famous buildings in the world.
world map and fourteen self-sticking removable labels.
Reading
Tell the children to look through the Factbook for pictures of famous buildings around the world and to fill in the gaps on the worksheet Famous buildings of the world. Tell them they will have to draw pictures too. Go over the answers with the children.
Answers:
1. Dome, 2. (children draw Taipei 101), skyscraper, 3. Museum, 4. roof, 5. Bridge, span, 6. 1,991, 7. high/tall, 8. Tower, 9. (children draw the Petronas Twin Towers), 10. Castle, 11. (children draw the Leaning Tower of Pisa), 12. 5,000, 3,500, 13. Pyramid, 14. (children draw the Sydney Opera House)
43
After reading
Draw a timeline on a piece of frieze paper or the board. Help the children to mark on it when buildings in the Factbook were built. Add your school building and/or other important buildings in your town.
Additional activities Sticking labels on a world map: Go round the classroom, giving fourteen of
the children a self-sticking removable label and pointing in the Factbook to one of the fourteen buildings listed below. Ask them to write its name and country on their label. Then help them to find the country and stick the label on a map of the world. Alternatively, ask the child to give the label to another child to stick on a map of the world. The buildings featured are: Etihad Dome, Australia (page 4) Taipei 101, Taiwan (page 5) Guggenheim Museum, Spain (page 7) The Rogers Centre, Canada (page 8) The Sydney Harbour Bridge, Australia (page 8) The Akashi-Kaikyo Bridge, Japan (page 8) The Chrysler Building, USA (page 9) The Eiffel Tower, France (page 9) The Petronas Twin Towers, Malaysia (page 9) White Heron Castle, Japan (page 10) The Leaning Tower of Pisa, Italy (page 10) Stonehenge, England (page 11) The Great Pyramid of Khufu, Egypt (page 11) The Sydney Opera House, Australia (page 13)
Simplified questions and answers (page 54): See Introduction for suggestions
Our school: Help the children to estimate how tall the school is and how many
times you could stack it up to be the same height as the Chrysler Building or the Eiffel Tower.
Our bridges: Compare the length of any bridges in your region with that of the
Sydney Harbour Bridge and the Akashi-Kaikyo Bridge.
44
Worksheet: Famous buildings of the world

Find the famous buildings in your Factbook. Write the missing words and numbers, and draw the missing pictures.
1. Etihad
, Australia 2. Taipei 101, Taiwan. This building is a famous .
3. Guggenheim Spain
4. The Rogers Centre in Canada has a large movable . 5. The Sydney Harbour has a of 503 metres.
6. The main span of the Akashi-Kaikyo Bridge in Japan is metres long.

45
7. The Chrysler Building in New York is 319 metres .
Name
8. The Eiffel , France
9. The Petronas Twin Towers, Malaysia
10. The White Heron Japan
11. The Leaning Tower of Pisa, Italy
12. Stonehenge was built between and years ago. 13. The Great of Khufu was built more than 4,500 years ago.
14. The Sydney Opera House, Australia

46
Topic 2: Building strong and weak structures

Key language
roof weak slope stable dome curved sphere deep skyscraper steel strong frame foundations shallow
What you need

oy building bricks or T
other toy construction material.

Strong cardboard. Sand in a tray. dditional activity: See A
First ideas

Before reading
Here are some examples of how you might introduce key language, writing the new vocabulary on the board throughout: Build simple structures with your materials and invite volunteers to come and build as well. Talk about the structures. For example, say, My structure isnt very strong. Its very weak. Ill build another one with stronger foundations. Ill make deep foundations in my sand. Look Carla is building a skyscraper! Ahmeds building has a roof which slopes. Put the children into small groups and give each group some building materials. Ask them to build a strong structure and a weak one. Go round and chat to each group, recycling and eliciting as much of the key language as possible. Ask each group to tell the class which is their strong and which is their weak structure. Finally, draw some simple sketches on the board, for example, of a dome, a skyscraper and a house with a sloping roof. Ask the children to describe your buildings and write key words on the board beside your sketches.
Reading
Read pages 4, 5 and The leaning tower on page 10 of the Factbook, pausing to discuss and clarify the concepts, for example, by making steep and shallow slopes with your cardboard and showing how the sand slides off it more or less easily. Alternatively, play the CD (tracks 21 and 24) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
47
After reading Making structures: Put the children into new groups and get them to use
the best ideas from the Before reading activity and from the Factbook to make very strong structures.
Experiment: Building a tower out of newspaper and sticky tape.
48
Experiment: Building a tower out of newspaper and sticky tape

Procedure
Introduce the key language for the task by rolling up a newspaper and securing it with your sticky tape and then balancing a small plastic toy on your tower. Say I am going to make a tower. First I am going to roll up this sheet of newspaper. Now I am going to stick it with sticky tape. Now I am going to balance my toy on top. Oh, dear! Its fallen over. Maybe I need to make better foundations. Tell the children they will have fifteen minutes to build a tower. Say It mustnt lean against the wall or a table like this. It must stand on its own like this. You must be able to balance your toy on top. Which group can make the tallest tower? Here is my measuring tape. I will come and measure your tower when you call me to say it is finished. But everyone will have to stop in fifteen minutes! Put the children into pairs or threes, and give out the equipment. Say Go! Circulate, asking questions and making suggestions. Encourage the children to plan what they are going to do. Measure each tower when the group has finished their tower, whether or not they have managed to balance their toy on it, but only the tallest tower that can balance a toy can be the winner. Then get the children to write their names and the measurement on the board. Add a star if the tower supported the toy. At the end of the allotted time, announce the winning group and then help each group to show and describe to the class what they have done. Optional: Help the children to complete the record sheet for the experiment by eliciting and writing useful language on the board. Then get them to find the Leaning Tower of Pisa on page 10 of the Factbook. As well as circling one of the smiley faces, the children write a sentence to say what they thought about the experiment.
What you need

030 sheets of 2
newspaper, a roll of sticky tape and an identical small object (for example, a small plastic animal) for every two or three children.
measuring tape. A ptional: Experiment O
record sheet for every child. Partially complete the record sheet before photocopying, leaving gaps for the children to fill in.
49
Name

Building a tower out of newspaper and sticky tape
Here was our task:
Using only rolled up newspapers and sticky tape, how tall can you make a tower that can still support the plastic toy?
I worked with: What we did:
ur tower looked like this:
It did/didnt support the plastic toy. Our tower was tall.
Which famous tower started to lean immediately because it was built on loose, unstable soil and its foundations were only 3 m deep? Look in the Why do bridges arch? Factbook.
50
Topic 3: Bridges
Key language
arch strong shape force triangle curve rigid push load support suspension bridge out of shape
What you need

ee What you need for S
the experiment.
First ideas

Before reading
Here are some examples of how you might introduce key language, writing the new vocabulary on the board throughout: Draw simple drawings on the board to represent arch, curve, bridge and triangle. Say and write the words. Add a load to your bridge and say This bridge can support this load because it is very strong.
Reading
Read page 6, Why are triangles used in many bridges? on page 7, and Longest steel arch bridge in Australia and Longest main span bridge in the world on page 8 of the Factbook, pausing to discuss and clarify the concepts, for example, by referring to your drawings on the board and using your hands to illustrate the forces. Alternatively, play the CD (tracks 22 and 23) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
After reading
See the experiment Making a bridge out of lollipop sticks or drinking straws.
51
Experiment: Making a bridge out of lollipop sticks or drinking straws

Procedure
Demonstrate how you might start to make a bridge. Use triangular structures to make the bridge strong. Explain to the children that you want their bridges to span 30 cm. Put the children into pairs or threes and give out the equipment. Encourage them to use triangular structures to make their bridges strong. When they have built their bridges, encourage them to see if they will support their plastic toy, but allow time for any glue to dry first. Optional: Help the children to fill in their experiment record sheets by eliciting and writing useful language on the board. As well as circling one of the smiley faces, the children write a sentence to say what they thought about the experiment.
What you need

00 lollipop sticks 1
and glue for every pair or group of three children

or: 00 drinking straws 1
with pipe cleaners through the middle for every pair or group of three children.
small toy (for A
example, a plastic car or animal) for each group.

ptional: Experiment O
record sheet for every child.
52
Name

Making a bridge out of lollipop sticks or drinking straws
This was our task:
Using up to 100 lollipop sticks, make a bridge that spans a 30 cm gap. Then test to see if it can support a small plastic toy. Or: Using up to 100 drinking straws with pipe cleaners through the centre of them, make a bridge that spans a 30 cm gap. Then test to see if it can support a small plastic toy.
Our bridge looked like this:
It did/didnt support the plastic toy.
53

Q: Why do most roofs slope? A: Most roofs slope so snow and rain can slide off them easily.
Q: Why are sports domes curved?
A: Sports domes are curved because a sphere is a very strong shape.
Q: Why do builders dig a deep hole before they build a skyscraper?
A: Skyscrapers need very strong and stable foundations because they are so tall.
Q: What holds up skyscrapers?
A: Most skyscrapers have a steel frame that holds up the building.
Q: Why can bridges carry heavy loads?
A: Bridges can carry heavy loads because of the way they are built.
Q: Why do some bridges arch?
A: Because an arch is a very strong shape.
Q: Why are triangles used in many bridges?
A: Because a framework made of triangles is very strong. A: The Tower of Pisa leans because it was built on loose, unstable soil and its foundations were only 3 m deep. A: Stonehenge was built between 5,000 and 3,500 years ago.
Q: Why does the Leaning Tower of Piza lean?
Q: When was Stonehenge built?
Q: When was the Great Pyramid of Khufu built?
A: The Great Pyramid of Khufu was built more than 4,500 years ago.
Q: What inspired Jrn Utzons design of the Sydney Opera House?

A: Segments of an orange.
54

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

1. dome 2. triangle 3. arch 4. castle 5. skyscraper 6. roof 7. tower 8. bridge
Activity 4
2
T R
R O
I A M
5
S K Y S C
O F
E N G
N G L D G E
Activity 2
2. foundations 3. tallest 4. Triangles 5. snow
7
I N
R A P E
9
E E
Activity 3
Gustave Eiffel was the French engineer who designed and built the Eiffel Tower in Paris, France.
55
Why Do Crocodiles Snap?

Topic 1: Different kinds of animals
Key language
be born herbivore lay eggs carnivore mammals omnivore reptiles hatch
What you need

ne picture of an O
animal for every child.

ictures of plants P
First ideas
that animals might eat. A picture of meat.

copy of the A

worksheet How popular are our pets? for every child.
Before reading
Here are some examples of how you might introduce key language, writing the new vocabulary on the board throughout: Display a selection of your pictures and use them to introduce as much of the target language as you think the children can retain. For example, draw an egg on the board and ask Which of these animals lays eggs? Get the children to help you move the pictures around to form two groups: those that lay eggs, and those that are mammals. You could then draw cracks on your egg and maybe a little head peeping out and say This egg is hatching. Show the children your pictures of plants and say Herbivores just eat plants. Here is a lion. Is it a herbivore? No! It eats meat. Show the picture of meat. You could then get the children to rearrange your animal pictures into herbivores and others. Then divide the others into omnivores and carnivores in a similar way. To practise some or all of the vocabulary you have introduced, give every child a picture of an animal. Then play a game. Say Show me the herbivores! Show me the animals that lay eggs! etc. Encourage all the children to hold their pictures up at the appropriate times. As the children get familiar with the vocabulary, you can go faster and faster. Alternatively, if you have a large space, instead of holding up their pictures, the children could form a circle and step into the middle or run to one side of the room. When they are ready, the children could take it in turns to make the commands.
56
Reading
Read page 4, page 5 and What do animals eat? on page 6 of the Factbook, pausing to discuss and clarify the concepts, for example, by referring to your animal pictures. Alternatively, play the CD (track 27) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
Scanning: Put the children into small groups. Write the headings Mammals,
Reptiles and Fish on the board and then allocate each group one of the headings. (Add other headings such as Invertebrates or Insects at your discretion.) The mammal groups have to look through the Factbook and write down all the names of mammals that they can find and the other groups do the same with the reptiles and the fish. (Some groups will be much busier than others.) Some of the words will be new, so circulate and tell the children how the names are pronounced. If you are unsure which groups an animal belongs to, tell the children they or you can look it up now or later. After a few minutes, get the children to call out the names of the animals for each group. Help with pronunciation and write the names on the board under the heading. Repeat the activity with the headings Herbivores, Carnivores and Omnivores, reminding the children that all the mammals, reptiles and fish can also be grouped under the herbivore, carnivore and omnivore headings.
After reading Worksheet: How popular are our pets?

Ask the children to look at the table. Ask how many different kinds of animal there are in the homes of the boys listed. Then ask the children to look at the bar chart and say which is the most popular kind of animal in the homes of the boys in Alejandros class. Read through the instructions with the children. Then put them into small groups and allocate them another group to do their survey on, for example, the teachers in the school, the boys in the next class. Alternatively, they could do a survey of their own group, or you could do a class survey as a whole class activity.
Additional activities Simplified questions and answers (page 62): See Introduction for suggestions on
how to use these.
Revision and extension activity: Divide the board into three. Introduce the
words amphibian and invertebrate, using animals in the Factbook and your animal pictures. Ask the children if they have any pets at home. Ask them what sort and write or help the children to write all the names of the species on the board in a well-spaced list in the first section. Then ask them what the various species eat and write or help the children to write the information down in the second section of the board, opposite each type of pet. Decide with the children whether each type of pet is a herbivore, a carnivore or an omnivore and write h, c or o by the name. Then write the headings Mammal, Reptile, Amphibians, Birds, Invertebrates and Fish in the third section of the board and get the children to help you sort the animals into the right groups.
Factfiles: Help the children to make a factfile about their favourite animal,
including where it lives, what it eats, how big it grows, how to look after it if you can keep it as a pet, pictures and so on.
57
Name
Worksheet: How popular are our pets?

Alejandro did a survey among the boys in his class. Here are some of the results.
Name
Andres Carlos Eduardo Felipe Alejandro (me!)
Type of pet Type of pet Type of pet Type of pet Type of pet
dog cat
goldfish dog cat rabbit guinea pig cat
Then he drew a bar chart to show how popular the different kinds of pet are in the homes of the boys in his class.
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 fish dogs rabbits cats guinea pigs snakes
Do a survey of your group. Ask Do you have any pets at home? and What sort of pets do you have at home? Make a table and a bar chart like Alejandros.
58
Topic 2: Adaptation
Key language
desert mountain fur ice and snow penguin feather adapt camel polar bear
What you need

ictures of animals in P
their natural habitats, including a polar bear, a camel and a penguin.

mall cards for making S
First ideas
factfiles.

Before reading
Here are some examples of how you might introduce key language, writing the new vocabulary on the board throughout: Use your pictures to introduce as much of the target language as possible. For example, say Whats this? Its a polar bear. Whats this? Its fur, thick fur. Can a polar bear live in the desert? (Show another picture or draw a solitary palm tree under a hot sun.) Why not? Its fur is too thick. It is adapted to live in the ice and snow. Is this sand? No. What is it? Its snow. Hand the pictures round the class. Ask individual children to hold up their pictures and ask the class questions to elicit as much of the target language as possible, for example, ask Is that a polar bear or a grizzly bear? Where does it live? Does it have feathers?
Reading
Read page 5 and Natural selection: Charles Darwin on page 12 of the Factbook, pausing to discuss and clarify the concepts, for example, by asking what would happen if camels had very small feet. Encourage children to mime the answer if they cant articulate it in English. Alternatively, play the CD (tracks 27 and 30) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more confident children to read a short section aloud to the class.
Scannning the whole book: Write the habitats in the list below on the board. Tell
the children to look through the Factbook in pairs, looking at the pictures and letting their eyes skim across the pages without reading every word to find the habitats. The children should note down the page numbers along with the name of the animals that live there. If you like, do the first one as an example with the children. When the children have finished, go over the answers. Hot deserts / sand Ice and snow Sea (Tell the children to find animals on two pages.) Caves and trees
59
Answers:
Hot deserts / sand page 5 camels Ice and snow page 5 polar bears and penguins Sea page 5 lionfish and penguins, page 9 sharks and whales Caves and trees page 11 vampire bats
After reading Factfiles: Get the children to make factfiles about animals in your region,
including drawings and descriptions of how they are adapted to where they live. If you have a twinning or pen pal arrangement with a school in an Englishspeaking country, you could send these to the children there. Maybe they could send back information about animals in their region.
Useful links
You can find further information about different habitats and some amazing animals at http://gowild.wwf.org.uk/gowild/amazinganimals/index.asp
60
Topic 3: Endangered species

Key language
hunt rare endangered protect die out tigers pandas whales
What you need

ictures and P
First ideas
information about endangered species, including ones from your region.

ictures of animals that P
are not endangered.

arge sheets of paper for L

making posters.
Before reading
Here are some examples of how you might introduce key language, writing the new vocabulary on the board throughout: Talk and ask questions about the animals in your pictures. For example, ask Where does this animal live? Yes, it lives in our country. Can you see one easily? Have you seen one? No, it is difficult to find them now. They are rare. There are only 500 living in our country. Thats not many. They are very rare. Maybe they will all disappear they are endangered. What about this animal? Is it rare? No, we can see them easily. There are thousands and thousands of them! Is it endangered? No, it isnt.
Reading
Read Endangered animals on page 7 of the Factbook, pausing to discuss and clarify the concepts, for example, by talking again about the animals in your pictures.
After reading Poster-making: Get the children to make posters to tell people about
endangered species and what experts or ordinary people can do to help. There is information about this on the websites listed under Useful links below.
Useful links
http://www.kidsplanet.org/factsheets/map.html http://gowild.wwf.org.uk/gowild
61

Q: How are animals born? A: Different animals are born in different ways.
Q: Where do animals live?
A: Animals live everywhere on Earth.
Q: What do animals eat?
A: Herbivores eat plants, fruit and seeds. Carnivores eat other animals. Omnivores eat plants and meat.
Q: Can animals hurt me?
A: Yes, they can. They can bite or scratch.
Q: Why do wolves howl?
A: Wolves howl to call their pack.
Q: Why do crocodiles snap? Q: What are endangered animals? Q: Which is the fastest animal in the world? Q: Which is the biggest animal in the world? Q: How do snakes smell?
A: They snap their jaws shut to catch their prey. They also snap their jaws to scare away other crocodiles.
A: Animals that are very rare and might die out completely are called endangered animals.
A: The cheetah is the fastest animal in the world.
A: The blue whale is the biggest animal.
A: A snake can smell with its mouth. It uses its tongue to get air. Then it smells the air with its mouth.
Q: What do vampire bats eat?
A: Vampire bats eat blood. They come out at night and bite their prey with sharp teeth.
62

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

shark elephant snake tiger crocodile
Activity 2
1. Crocodile. Because all the others are mammals. 2. Penguin. Because all the others are mammals.
Activity 3
1. jaws 2. claws 3. paws Childrens own ideas, for example, or, door, poor, four, raw.
Activity 4
2. vampire bat 3. cheetah 4. flea 5. camel
Activity 5
2. F. A carnivore eats meat. 3. F. Polar bears have thick fur to keep them warm. 4. T 5. F. Crocodiles snap loudly to scare away other crocodiles.
63

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Factbooks:

Thanks and Acknowledgements

Why Do Raindrops Fall?

Why Do Leaves Change Colour?

Why Do Bridges Arch?

Why Do Crocodiles Snap?

Why are the book titles all questions?

When should I use the books?

How should I introduce the books in class?

Mixed ability teaching

Why Does Water Freeze?

What you need

pourable solids, for example, stones, crayons and glass beads.

example, orange juice, honey and water.

and hand towels.

and/or a bottle of fizzy drink.

Mixed ability teaching

Solid, liquid or gas? for every child.

Worksheet: Solid, liquid or gas?

Worksheet: Solid, liquid or gas?

7. bubbles in your drink

Cambridge University Press 2010 PHOTOCOPIABLE

Topic 2: Liquids, solids, freezing and melting

What you need

on a tray. Cloth and hand towels.

Mixed ability teaching

you need for the experiment.

What you need

the same size and shape) and a number of suitable containers.

(not mercury) for each small group of children.

clothes and the classroom, and to clear up spills.

Experiment record sheet

What my group did:

What the class discovered:

What makes ice cubes melt? Look at page 6 of the Factbook.

What I thought of this experiment:

Cambridge University Press 2010 PHOTOCOPIABLE

What you need

you need for the experiment.

Mixed ability teaching

What you need

Experiment record sheet

1. Our teacher lit a candle.

3. The flame began to get smaller.

4. The flame went out.

Why did the flame go out?

What I thought of this experiment:

Cambridge University Press 2010 PHOTOCOPIABLE

Simplified questions and answers

Q: What kinds of matter are there?

A: Solids, liquids and gases.

Q: How do you know something is a solid?

A: Solids are hard and do not normally change shape.

Q: Why is water wet?

Q: Why does water freeze?

Q: What is air made of?

A: Air is mainly made up of the gases oxygen and nitrogen.

Q: What makes fire burn?

A: Oxygen makes fire burn.

Q: How big are atoms?

Q: What are minerals?

Q: Can rock melt?

Cambridge University Press 2010 PHOTOCOPIABLE

Its quiz time! ideas and answers