CYRFactbooks L5 TN Full

Factbooks:
Why is it so?
Level 5
Introduction
Thanks and Acknowledgements

Factbooks: Why is it so? Teaching Notes written by Brenda Kent The author and publishers are grateful to the following contributors: Hilary Ratcliff: Editor Jean Glasberg: Consultant Editor Claire Lawrence: Science Consultant
Contents
Why Do Shadows Change?
Topic 1: What is light? Experiment: What will I see when I spin my spinner? Topic 2: Shadows Experiment: How does a shadow change its length and direction? Topic 3: Light and technology Worksheet: Light and technology Simplied questions and answers Its quiz time! ideas and answers 6 8 10 12 13 14 15 16
Why Is It So Loud?
Topic 1: Volume and pitch Worksheet: Volume and pitch Topic 2: Absorbing and reecting sound Experiment: What materials are best for absorbing sounds? Topic 3: Ears Worksheet: How do our ears hear sound? Simplied questions and answers Its quiz time! ideas and answers 17 20 22 23 25 27 28 29
Why Does Thunder Clap?

Topic 1: What causes the weather? Worksheet: Winds over the British Isles Topic 2: Weather observations and forecasting Experiment: How accurate is todays weather forecast Topic 3: Extreme weather Worksheet: Extreme weather Simplied questions and answers Its quiz time! ideas and answers 30 32 33 35 37 38 39 40
Why Do Monkeys Chatter?

Topic 1: Birds and reptiles Worksheets: Birds and reptiles Topic 2: Mammals Worksheets: The platypus and the echnida Topic 3: Primates Worksheet: Lemurs Worksheet: Why do monkeys chatter? Worksheet: Birut Galdikas and the orang-utans Simplied questions and answers Its quiz time! ideas and answers 41 43 46 48 50 52 53 54 55 56
Why Do Diamonds Glitter?

Topic 1: Renewable and non-renewable resources Worksheet: Useful stuff Topic 2: The three Rs Worksheet: The three Rs Worksheet: Reduce, Reuse and Recycle Topic 3: Alternative sources of energy Worksheet: Making energy Simplied questions and answers Its quiz time! ideas and answers 3 57 59 60 62 63 64 65 66 67
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 nd 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 sound. This would be a good time to introduce Why Is It So Loud? Or perhaps one of the questions will come up naturally. There might be a thunder storm and one of the children might ask Why does thunder make that noise? Now might be a good time to introduce Why Does Thunder Clap?
Are the books also suitable for the school library or classroom book corner?
Yes, they are. Some children really enjoy non-ction books. In addition, they will be useful as a resource to keep your fast nishers 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 ick through the book 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 nd specic 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 nd the word crocodile? Write any words they need to nd 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 nd the part of the Factbook that answers
the question in the title.
Mixed ability teaching

Throughout the lesson, feel free to use the activities identied by condence icons exibly. condent children, = more condent children. Here are some ways you might do this: choose an appropriate level of difculty for your class get individual children to start and/or work at different levels of difculty work through the levels of difculty sequentially use the activities as extension activities for your fast nishers. The aim is for each child to work at an appropriate level and to gain in condence. = less
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 you will nd on this site for each Factbook. In the notes, you will nd 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 nd 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
simplied versions of the questions and answers which feature in each Factbook. These can be used in a variety of ways. For example, rst 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 they 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 rst 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 ll exercise by whiting out some of the words before photocopying. The children then have to ll in the gaps before or after cutting out their cards.
We hope you and your classes have lots of fun with the Factbooks: Why is it so? series.
Why Do Shadows Change?

Topic 1: What is light?
Key language
at a high/low temperature absorb reect prism primary colour spectrum pigment
What you need

Some paints and/or crayons and paper for all the children. A prism. A sheet of paper. A light source (this could be sunlight). A mirror. See also What you need for the experiment. Additional activity: Movie software.
Note: The primary colours for light are red, blue and green. The primary colours for pigments are red, yellow and blue. Primary here means you cant make it by mixing other colours.
First ideas
See Introduction for suggestions on how to introduce the book for the rst time.

See Introduction for suggestions on how to use the activities identied by and the icons.
Before reading
Choose a way to get the children to think about light and dark. For example, pull down the blinds in the classroom and open them again, or take the children into the playground on a sunny day and walk them from deep shadows into bright light and back again, or get them to cover their eyes for a count of ten and then uncover them. Ask them what they observe. Ask What is light? Where does light on our planet come from? What colour is light? What questions do you have about light? Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Give out the paint or crayons and paper to the children and ask them to make green (by mixing yellow and blue) and orange (by mixing red and yellow). Now ask them How do we make blue, red and yellow? The answer, of course, is that we cant, as these are the primary (or rst) colours for pigments. Point to some of the paints or crayons and tell the children that each one has a different coloured pigment in it to make the colour. Use your mirror to introduce the verb reect and your prism and sheet of paper to introduce prism and spectrum. Experiment with the children to nd the best position to place the prism, light source and paper. Ask them to describe what they see.
Reading
Read pages 4, 6, 9, Making a rainbow on page 12, and 17 in the Factbook, pausing to discuss and explain the concepts, for example, by making sure that the children understand that the primary colours for light are not the same as the primary colours for pigments. Alternatively, play the CD (tracks 3, 4, 6 and 8) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups.
Ask some of the more condent children to read a short section aloud to the class.
After reading
See the experiment What will I see when I spin my spinner?
Additional activities Simplified questions and answers (page 15): See Introduction for suggestions
on how to use these.
Make a flick book: Read Moving images on page 13 of the Factbook. The
children can then make short animations by drawing a little drawing in the corner of the rst page of their notebooks. They then draw a similar drawing on the next page, but make small changes, for example, to show a person running or lifting their arm. They continue through the notebook in this way. They should then ick the pages with ngers and thumb. Their picture will seem to move.
Make a movie: If you have appropriate software, help the children to make
their own movie by setting up a scene and changing it very slightly, taking a still photograph and moving it again before taking another photograph and so on.
Useful links
http://www.nasa.gov/pdf/350506main_Optics_Color_Spinners.pdf http://www.chynddylan.com/ambleweb/topicwork/colourspinner/spinner.htm
Experiment: What will I see when I spin my spinner?

Procedure
Ask the children to remind you what white light is. Agree that when all the primary colours in light are mixed up, they make white light. Tell the children that they are going to make spinners like the ones on the experiment record sheet. Ask them to predict what they will see when they spin the spinner. Get the children to make their spinners. First they should draw round the cup or mug on their card. Then they should divide the circle into three segments, then six, then twelve and colour them one red, one blue, one green and so on round the circle. They should then cut out the circle and make a hole in the middle by placing a small piece of modelling material under the card and gently pushing the point of the pencil through it. They can then spin the spinner on the pencil. Alternatively, they can push the string through the hole, hold the string loosely in both hands and then pull it tight to make the spinner spin. Ask them what they see. This will probably be quite a muddy colour because the pigments in the paints or crayons arent true primary colours. Ask them to try again with purer shades of red, blue and green and see how close they can get to white. Help the children to complete their experiment record sheets by eliciting and writing useful language on the board. Talk to the children about the experiment, what went well and how to make it even better another time. Get them to circle a scientist and help them to write comments as appropriate.
What you need

White card. A cup or mug to draw round. Red, green and blue crayons or paint. A pencil. A small piece of childrens modelling material for each child. Optional: 40 to 50 cm string for each child. An experiment record sheet for each child. Partially complete the record sheet before photocopying, leaving gaps for the children to ll in.
Name
Experiment record sheet

What will I see when I spin my spinner?
What I needed: What I did:
What I saw:
Why this happened: What I thought of this experiment:
Cambridge University Press 2010 PHOTOCOPIABLE
Topic 2: Shadows
Note: This topic is best started in the morning on a sunny day when you can stop your other activities at suitable intervals throughout the school day.
What you need

A torch. A metre of string. A jug. See also What you need for the experiment. Additional activity: See Useful link for what you need to make a sundial.
Key language
shadow change length sundial change direction cast a shadow a (low) angle
First ideas

See Introduction for suggestions on how to use the activities identied by the and icons.
Before reading
Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Show the children your torch. Turn it on and say This torch is the Sun. Where is the Sun when we come to school in the morning? Can you remember? And where is it when we go home? The children might never have noticed this so you might have to tell them. Right, so the Sun moves from over there to over there while we are working hard at school. Move your torch in a straight line. Does it move like this? No! Andr, show us how it moves. Establish that the Sun moves in an arc. Now tie the piece of string to the torch to demonstrate how sunlight hits objects at different angles. Ask one child to hold the torch and move it in an arc and another child to hold the other end against a xed point, e.g. on a table. Say This piece of string is light from the Sun. Its morning. The Sun is low. Look at this angle here. Its a low angle. Now its the middle of the day. The Sun is high in the sky. Now when I put the jug here, what do I get? The light from the Sun hits the jug. Is it lighter or darker here? Its darker. I get a shadow. Now its evening. The Sun is here. Where is the shadow? Is it in the same place as before? Or does it change direction like this? What about the length of the shadow? Does it change its length? Mime lengthening and shortening with your hands. Make sure that the children understand that the shadow is dark because the light cant get there because light rays cant bend around solid things and that the shadow is always on the opposite side from the torch. Note: You might also like to remind the children that it looks like the Sun is moving round Earth, but in fact we are moving round the Sun.
Reading
Read page 5 and Telling the time on page 7 of the Factbook, pausing to discuss and explain the concepts, for example, by using your torch and string. Alternatively, play the CD (track 3) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups.
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Ask some of the more condent children to read a short section aloud to the class.
After reading
See the experiment How does a shadow change its length and direction?
Make a sundial: Help the children to make their own sundials. See Useful link
below.
Useful link
For instructions on how to make a sundial, you could go to:
http://hilaroad.com/camp/projects/sundial/sundial_calculator/sundial_calculator. htm
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Experiment: How does a shadow change its length and direction?

Procedure:
Take the children into the playground. Put the children into pairs and ask them to spread out. Tell them to decide which partner will do the marking with the chalk. Tell that partner to mark an x and their names or initials on the ground. Their partner should stand on the x. The child with the chalk should now draw round their partners shadow. Get the children to write the time next to their chalk line. Go back after a suitable length of time, for example, an hour. You will want the children to see a reasonable amount of change in the length of their shadows and how long you should wait will depend on your latitude and the time of day you start the activity. Ask the children what they notice. Repeat the activity after the same length of time as often as you can through the school day, making sure the same children stand at x again. Alternatively, for a simpler activity, if there is a tree or upright structure in the playground, take the children out every hour and draw an x at the apex of its shadow.
What you need

Chalk for each pair of children.
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Topic 3: Light and technology

Key language
darkroom submarine complete darkness periscope price scanner solar power solar cells
What you need

A copy of the worksheet Light and technology for every child. See Useful link for what you need to make a periscope.
First ideas

Before reading
Introduce some of the key language and prepare for the reading activity by writing the words periscope, submarine, darkroom, price scanner and solar cells on the board. Give the children three minutes to work out what these things are by nding the words in the Factbook and looking at the pictures. Then choose children to call out the page numbers and point to the pictures. Write the page numbers on the board: pages 8, 10, 14, and 15.
Reading
Worksheet: Light and technology

Give out the worksheet. Tell the children to work in pairs and to look at the sections they found in the Before reading activity to nd the answers. When the children have nished, read pages 8, 10, Solar power on page 14 and Laser beams on page 15 of the Factbook and elicit the answers from the children.
Answers
1. black and white 2. 1 light 2 mirror 3 mirror 3. solar cells, electricity, light 4. brighter, a laser beam
After reading Make a periscope: Help the children to make their own periscopes. See Useful
link below for instructions.
Useful link
For instructions on how to make a periscope:
http://unawe.org/joomla/index.php?option=com_content&task=view&id=317&It emid=139
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Name
Worksheet: Light and technology

1.
Circle the correct word(s). Look at the picture on page 8 of the Factbook. The light in the darkroom is red. The man is developing (black and white / colour) photographs.
2.
Label the picture using the words in the box. mirror light 1. mirror 2.
3.
3.
Complete the sentences. There are some can provide heat and on this roof. The to homes and ofces. from solar energy
4.
Circle the correct word(s). A laser beam is (brighter / darker) than ordinary light. A price scanner uses (a laser beam / electricity).
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Simplified questions and answers

Q: What is light? A: Light is a type of energy. We can see things because of light.
Q: Why do shadows change?
A: Because the position of the Sun changes.
Q: What is white light?
A: It is the primary colours in light, which are green, red and blue, mixed together equally. A: A polar night is when the Sun does not rise above the horizon. A: Because paper for black and white photographs is very sensitive to the blue and green in white light, but red light is safe. A: This is because the lycopene in the tomatoes reects the red colour, but absorbs the other colours so you cannot see them. A: A mirror in a periscope directs an image down the tube to another mirror at the bottom of the tube. A: When light goes from water to air or from air to water it bends.
Q: What is a polar night?
Q: Why do photographic darkrooms have red lights?
Q: Why are tomatoes red?
Q: How do periscopes work?
Q: Why do objects in water look closer than they really are?
Q: What is a light year?
A: A light year is the distance that light can travel in one year.
Q: How long does sunlight take to reach Earth? Q: What is the furthest from Earth that an object made by humans has travelled in space?
A: Sunlight takes just over eight minutes to reach Earth. A: The space probe Voyager 1 travelled the distance that light can travel in 13 hours. It took 27 years.
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Its quiz time! ideas and answers

You will nd a quiz on pages 2023 of the Factbook. Here are some ways you could use the quiz: Take each activity in turn, with the children working in pairs or threes, checking the answers as a class before going on to the next activity either immediately or in a future lesson. The children work in small mixed ability teams to complete as many of the answers in the 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! The children work in pairs or threes to complete as many of the answers in the entire quiz 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 nishers.
Answer key Activity 1

periscope, shadow, angle, submarine
Activity 2
2. lycopene 3. laser 4. sun
Activity 3
1. one 2. eight
Activity 4
1. longer, middle 2. hours 3. mixed, white
Activity 5
1 5
r e f
s p e
r a
i n b o
10
l e
c t
8 9
c t
r u m
t i t e
m e
11
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Why Is It So Loud?
Topic 1: Volume and pitch
Key language
vibration stretch out pressure travel in waves high/low pitch damage volume decibels high/low frequency
What you need

Stringed instruments or a plastic ruler. Elastic bands. Pans. Spoons. Sticks. Cake tins. A copy of the worksheet Volume and pitch (two pages) for every child. Optional: shaker-type instruments. Scissors, glue, paper and elastic bands. Plastic drink bottles, yoghurt pots and sweet tubes. Pebbles, shells, beads, dried pasta, lentils, dried rice and dried peas. Additional activity: electronic sensor. Additional activity: See Useful link for what you need to make a string telephone. Additional activity: Instruments from your school collection.
Doppler Effect
Note: You might like to ask children who play musical instruments to bring them to school.
First ideas

Before reading
Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Tell the children that the subject of todays lesson is sound. Ask them if they can think of any words to describe sound and write them on the board. You could help them by making loud, soft, sudden, nice and horrible noises with your props. Tell them that the volume of a sound is how loud or quiet it is and it is measured in decibels. You could ask any volunteers with violins to play them to small groups of children. Ask What makes the sound? Watch the strings. What do you notice? Can you see the strings move? We call those movements vibrations. The other children could put a hand very gently on the strings to feel the vibrations. Alternatively, twang a plastic ruler over the edge of a desk or twang an elastic band. Mime a sound wave travelling through the air from the instrument or elastic band to your ear and say The sound travels in waves through the air to our ears. Then demonstrate high and low pitch using different props or by asking volunteers to play high and low notes on their instruments. Optional: Put the children into small groups and give out appropriate props. Call out a word from the board, e.g. quiet, nice, high-pitched, horrible, and each group tries to nd something amongst their props to make a sound that ts the word.
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Reading Worksheet: Volume and pitch Give out the worksheets and the scissors. Ask the children to cut out the individual diagrams. Tell them to work in pairs. As you read, they should decide which diagram goes in which space and place them on the worksheet.
Read pages 4, 6, 8, Damage to the ears and Sound and frequency on page 13, and page 15 of the Factbook, pausing to discuss the concepts, for example, by miming sound waves with your hands and making loud and quiet, high and low sounds with your props or asking children to do so. Alternatively, play the CD (tracks 10, 11 and 13) instead of reading, pausing where necessary. The children then check their answers with another pair. Go over the answers with the class. When all the children have the diagrams in the right place, give out the glue and get the children to stick them down. Ask some of the more condent children to read a short section aloud to the class.
Answers
1d, 2c, 3a, 4b
After reading Making musical shakers: You might already have shakers of some sort, for
example, maracas, in your school instrument collection. Show these to the children and get volunteers to play them in different ways, and the other children to suggest words to describe the sort of sounds their classmates make, for example loud, soft, high, low, nice, exciting, noisy. Tell the children they are all going to make their own shakers by putting pebbles or beads, etc. into containers. Set out the equipment and encourage the children to experiment with the different materials and to choose ones that make sounds that they really like. Then get them to experiment with their shakers, shaking and tapping them in different ways. Get small groups of children to compare the different sounds their shakers make. It may be possible for the class to group the shakers in some way to make different sections in a class shaker band. For example, you might group them by whats in them or their pitch. Choose a piece of music. This could be recorded or you or one of the children could play something on a musical instrument. Alternatively, it could be a song some or all of the class could sing while some or all play their shakers. Ask for ideas as to where the shakers would sound good. Ask What volume would be best at the beginning? Which section of our shaker band should play here? What about at the end? If you like, arrange for your class to give a performance to another class.
Electronic sensor: If you have a suitable electronic sensor, take the children round the school to nd the noisiest and quietest places. You could rank ve locations in order of noisiness. Make a string telephone: Get the children to make a string telephone. For
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instructions on how to make one, see Useful link below.
Sorting instruments: Collect together all the available musical instruments. Ask the children to help you sort them according to how you make their sound vibrations, e.g. plucking, hitting, blowing. You could make a Venn diagram to record the results, which will show how you can get a sound out of some instruments in different ways, for example, you can pluck and use a bow on a violin. Discuss what exactly is vibrating, e.g. the reed on a clarinet, and how you can change the pitch and volume. Pass the instruments round as appropriate for the children to experiment. Warning sounds: Discuss warning sounds. How many different warning sounds
might you hear in your town or village, for example, police car sirens, re alarms, car alarms, animals calling? What makes these sounds?
Useful link
For instructions on how to make a string telephone:
http://www.projects-for-kids.com/science-projects/string-phone.php
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Name
Worksheet: Volume and pitch

Cut out the pictures. Match them to the texts. When your teacher tells you, stick them down. 1. This is a loud sound.
2. This is a quiet sound.
3. This is a low sound.
4. This is a high sound.
20
a)
b)
c)
d)
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Topic 2: Absorbing and reflecting sound

Key language
soundproof/soundproong double glazing surface reect navigate absorb echo reduce hard soft bounce pane of glass sound wave
What you need

A ball. A cushion. See also What you need for the experiment.
First ideas
See Introduction for suggestions on how to introduce the Factbook for the rst time.

Before reading
Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Say to the children Show me some hard surfaces in the classroom. Now show me some soft materials. What will happen if I drop my ball onto the oor? Itll bounce.
Reading
Read pages 7, 10, 11, and A bat fact on page 12 of the Factbook, pausing to discuss and explain the concepts, for example, using your hands to mime sound waves bouncing off walls and being absorbed by your cushion. You could also ask the children what happens when you sing in the bath or shower. Does the sound echo? Does it sound bigger because it bounces off the hard surfaces? 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 condent children to read a short section aloud to the class.
After reading
See the experiment What materials are best for absorbing sounds?
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Experiment: What materials are best for absorbing sounds?

Procedure
Put the children into small groups and give each group their clock or timer. Then give each group different materials to test by covering or wrapping the object. When a group is ready, call for silence. Go round making suggestions and helping the children to record their results on a piece of paper or on the experiment record sheet. The children may want to try more than one layer of the material. Discuss with them how to make it a fair test, for example, by using the same number of layers, always wrapping or always just putting layers on top of the object. Ask Is it fair to use three layers of fake fur and only one of bubble wrap? Help the children to complete the rst three parts of their experiment record sheets by eliciting and writing useful language on the board. Make sure they say how they made it a fair test. When all the groups are ready, get the class together and ask each group which were their best materials. Help the children to complete the Our classs results part of their experiment record sheets by eliciting and writing useful language on the board. Discuss with the class how to make a fair test to rank the best materials from each group. Ask Should we wrap the clock like this? Or should we just use one layer on the top? Elena says we should use more than one layer. How many layers should we use? Talk to the children about the experiment, what went well and how to make it even better another time. Get them to circle a scientist and help them to write comments as appropriate.
What you need

A ticking clock or ticking kitchen timer for each small group of children. Cushions. Foam. Bubble wrap. Fake fur material. Pieces of old towel. An experiment record sheet for each child. Partially complete the record sheet before photocopying. The children ll the gaps.
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Name

What materials are best for absorbing sound?
My group tested these materials:
What we did:
Our groups results:

Type of The noise was material tested still very clear
The noise was a The noise was little less clear a lot less clear
We couldnt hear anything
Our classs results:
What I thought of the experiment:
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Topic 3: Ears
Key language
outer/middle/inner ear brain auditory canal eardrum cochlea vibrations throat
What you need

A hole punch. A CD box. A comb. A ballpoint pen. Optional: a funnel, a cardboard tube, a drum and pipe cleaners. A copy of the worksheet How do our ears hear sound? for every child and a copy for yourself, preferably enlarged to A3.
First ideas

Before reading
To introduce the topic and some of the key language, say Shut your eyes. Tiptoe round the room and say Where am I now? and get the children to guess. Repeat a few times and then ask the children to open their eyes. Ask How did you know where I was? and elicit the childrens ideas, writing any key vocabulary on the board. Then ask them to shut their eyes again, and make a noise with one of your props and ask Whats that? Ask How did you know? Repeat with your other objects or ask volunteers to come out and make the sounds. Then ask the children to open their eyes and ask How do our ears work? What happens inside our heads? Just let them express their ideas at this stage.
Reading
Read page 5 and In one ear and Damage to the ears on page 13 of the Factbook, pausing to discuss and explain the concepts, for example, by drawing a simplied and enlarged version of the picture on page 5 and drawing the sound waves being collected by the outer ear and then hitting the eardrum and vibrating it. Optional: Place these things on a table: the funnel to represent the outer ear, the cardboard tube to represent the auditory canal, the drum to represent the ear drum and the pipe cleaners to represent the small inner ear bones. Use these things to show how the sound travels from one to the other. Alternatively, play the CD (tracks 10 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 condent children to read a short section aloud to the class.
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After reading Worksheet: How do our ears hear sound?

Give out the worksheets with the strip at the bottom folded under. Ask the children to work in pairs. Tell them to look at the diagram and work out what is missing. Ask volunteers to come out and show the class what is missing on your enlarged worksheet. Ask them to draw the outer ear and ear drum on your worksheet. Then get all the children to do the same on their worksheets. Ask the children to work in pairs again. Tell them to ll in as many of the missing words as they can without unfolding the strip. Then tell them to unfold the strip to check their answers and complete the worksheet if they can. Make sure they realise that the words are in the wrong order on the fold-down strip. Give out the worksheet unfolded and let the children refer to the words throughout. Cut off the strips before giving out the worksheets. Go over the answers with the class.
Answers:
1. outer 2. waves 3. ear drum 4. inner 5. brain
Direction of sounds: Get the children to experiment. One partner is

blindfolded and the other tries making the same sound from different directions around them. Which positions make it easier or harder to hear? Now get the children to make some fake ears with paper cones. Does it change anything?
Animal ears: Ask volunteers to come out and draw as many different animal
heads as they can showing different shapes of ears. Help the children to write the names of the animals by each one, using a bilingual dictionary if necessary. Ask how the shape of the animals ears might help them in the wild (for example, to hear predators coming). Decide which animals can move their ears. Ask Can a dog move its ears? How does that help the dog?
Hearing-impairment: Talk about hearing-impairment. How can the children make it easier for a hearing-impaired person to understand them? (Possible answers: speak clearly, turn towards people who lip-read.) Do the children know any signs used by hearing-impaired people? Useful link
For more ideas and information on animal ears, go to:
http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_earshape
26
Name
Worksheet: How do our ears hear sound?

1.
Complete the diagram. Whats missing?
2.
Complete the text. Our ears have three parts. The 1. ear collects sound 2. sends them into the middle ear. In the middle ear, the sounds hit the 3. The vibrations move into the 4. the 5. . as they travel past and then and make vibrations. ear and then send messages to
brain
outer
ear drum
inner
waves
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Q: What is sound? A: Sounds are vibrations that we can hear. They travel in waves.
Q: How do our ears hear sound?
A: The outer ear collects sound waves and sends them into the middle ear where they hit the ear drum and make vibrations. The vibrations move into the inner ear and send messages to the brain.
Q: How do you measure how loud something is?
A: We measure the volume of a sound in decibels (dB).
Q: How does soundproong work?
A: Some materials are good at absorbing sound. We can use them to make a place quieter. A: The movement of the car pushes the sound waves in front closer together. This makes a higher-pitched sound. But the sounds behind the car are stretched out. This makes a lower-pitched sound. A: Light travels much faster than sound so you see the lightning before you hear the thunder.
Q: Why does the sound of a car change when it passes?
Q: Why do I hear thunder after I see lightning?
Q: Why are echoes not always clear?
A: You get the best echoes when all the surfaces are hard like in a cave. But when there are some soft surfaces too, they absorb some of the sound. A: It is best when the walls and ceiling are hard and smooth, but people do not want to hear echoes, so it is good to also have soft, curved objects that can absorb some of the sound.
Q: What is the best design for a concert hall?
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1. vibration The others are names of parts of the ear. 2. crystal glass It is the only one that sound waves can break. 3. cave wall The others absorb sound. 4. weight The others are ways of talking about sound. Accept any other reasonable answers.
Activity 2
pinna, auditory canal, ear drum, cochlea
Activity 3
2. a) 3. b) 4. c)
Actvity 4
2. absorb 3. hertz 4. navigate 5. Pitch 6. volume 7. vibrations
V I B R A T I O N S
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A O D Q H Z Q M A O
B B L W K Q S Y V U
S G G U L T S Y I N
O G G R M Y S U G D
R Y P Z H E T Y A P
B B I X Y J U Q T R
F Q T V O P I G E O
D E C I B E L S C O
Q S H E R T Z G B F
Activity 5
2. bounce 3. loudest 4. absorb
Why Does Thunder Clap?

Topic 1: What causes the weather?
Key language
energy gales atmosphere cyclones temperature breeze air mass
What you need

Pictures of different weather conditions. A copy of the worksheet Winds over the British Isles for every child.
First ideas

Before reading
Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Use your pictures to elicit known vocabulary and build on this to introduce new language. For example, say What is the weather like in this picture? Yes, its windy. In fact, this wind is so strong we call it a gale. In addition, draw a diagram of the Sun, the Earth and its atmosphere round it on the board. Say Here is the Sun. It is heating up the Earths atmosphere. Its very hot here, but not so hot here.
Reading
Read pages 4, 6 and 7, pausing to discuss and explain the concepts, for example, miming with your hands the hot air rising and cooler air moving in to ll the space. Alternatively, play the CD (track 17) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more condent children to read a short section aloud to the class.
After reading Worksheet: Winds over the British Isles

Give out the worksheet with the missing words strip folded under and get the children to work in pairs. When they are ready, get the children to unfold the strip to check their answers, but tell them they might have found other correct answers. Make sure they realise the words on the strip are not in the right order. Then go over the answers, including alternatives, with the class. Give out the worksheets unfolded and get the children to refer to the missing words throughout. Cut off the strip with the missing words, but be ready to accept alternative correct answers.
30
Answers:
warm, wind, Arctic, rising, northerly, snow, southerly, tropics
Local winds: Help the children to draw a picture similar to Beas (on the
worksheet) showing winds over your region. Help the children to write a similar text to Beas. Write a gapped text about winds and weather in your region for the children to complete. The children write their own texts independently.
Further reading: You might also like to read the questions about thunder and lightning on page 10 and Blue skies on page 14 of the Factbook with the children.
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Name
Worksheet: Winds over the British Isles

Look at Beas picture and write her missing words.
Hi! My name is Bea. My picture shows over the British Isles. A cold to ll the space made by the We call this a sometimes bring us winds bring us warm air from the The weather in Britain changes a lot! . Sometimes . air rising is blowing from the air. wind. In the winter, northerly winds
Here are the missing words in the wrong order. Arctic warm rising tropics wind southerly northerly snow
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Topic 2: Weather observations and forecasting

Note: This topic is best started in the morning on a day when you can look at the weather with the children at regular intervals throughout the school day.
Key language
meteorologist symbol ice crystals rise satellite uffy barometer in the future condense cool down cumulus water vapour stratus
What you need

Local weather maps. A copy of the local weather forecast for today, from the Internet, a newspaper or the TV. See also What you need for the experiment. Additional activity: See Useful links for what you need to make weather observation instruments.
Note: For further information, including how to make weather instruments, see the websites listed under Useful links. You might like to make weather instruments before doing the checking the weather forecast activity.
First ideas

Before reading
Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Gather the children round the maps. Use your maps and ask Do you know what this symbol means? Can anybody guess? If your weather forecast for today is on paper, display this and read it to the children and/or discuss what the symbols might mean. Alternatively, play your clip of the weather forecast with the sound off. While it is playing, get the children to try to guess the forecast. They could work in pairs, with class feedback afterwards, or you could make this a class activity. Then replay the clip with the sound on in L1 or play it with the sound off, summarising the forecast in English. Get the children to help you write notes on the board about the expected weather for the day.
Reading
Read pages 5, 8 and 9 of the Factbook, pausing to discuss and explain the concepts, for example, by pointing out the picture of the barometer on page 5. Alternatively, play the CD (tracks 17 and 18) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more condent children to read a short section aloud to the class.
After reading
See the experiment How accurate is todays weather forecast?
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Additional activities Further reading: You might also like to read pages 16, 17 and 18 of the Factbook
with the children, as these deal with important gures in the history of weather reporting and forecasting.
Extension activity: You could repeat the weather forecasting activity over two
or three days to see how accurate the forecasts are over that period.
Make weather observation instruments: Make some weather observation instruments (see Useful links below) and get the children to record the weather over a few days or weeks. Cloud formations: Take the children outside with sketch books whenever it is convenient and there is a different cloud formation and get the children to sketch the clouds. They could then research the names of the cloud formations and try to nd out what the names mean. Useful links
http://www.metofce.gov.uk/education/kids/weather_station.html http://www.weatherwizkids.com/weather-experiments.htm http://www.bbc.co.uk/weather/weatherwise/
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Experiment: How accurate is todays weather forecast?

Procedure
Help the children to ll in the rst two sections of the experiment record sheet, using the notes from the Before reading activity on the board. Ask the children to describe the weather at the moment. Is it like the forecast? Help the children to write their observations on their worksheets by eliciting and writing useful language on the board. Repeat whenever you can throughout the day. At the end of the day, ask the children how accurate they think the weather forecast was and get them to circle the appropriate words. Talk to the children about the experiment, what went well and how to make it even better another time. Get them to circle a scientist and help them to write comments as appropriate.
What you need

A copy of the local weather forecast for today, from the Internet or a newspaper. An experiment record sheet for all the children.
35
Name

How accurate is todays weather forecast?
Todays date: The forecast for today said:
This is what we observed:

Time Observations
The weather forecast today was very accurate / quite accurate / not accurate.
What I thought of the experiment:
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Topic 3: Extreme weather

Key language
particles tornado suck up electrically charged sheet/forked lightning vortex dust storm rotating column water spout hurricane cyclone buoys
What you need

Pictures of extreme weather conditions. A copy of the worksheet Extreme weather for every child. Additional activity: See Useful links for what you need to make a tornado.
First ideas

See Introduction for suggestions on how to use the activities identied by and icons. the
Before reading
Here is an example of how you might introduce some of the key language, writing new vocabulary on the board throughout: Use your pictures and the question Can you think of any words in English to describe very, very bad weather or very, very unusual weather? Tell the children that in this lesson they are going to practise scanning for information. Tell them it is a bit like looking for their name on a list. They should let their eyes travel over the pages, stop when they see the right sort of words and then read carefully. Remind them they can use the headings and pictures to help them nd the information too.
Answers:
1. 57.8 degrees centigrade. (The hottest day on page 12) 2. 100 km per hour. (Dust storm on page 12) 3. 89.2 degrees centigrade. (The coldest temperature on page 12) 4. 38.1 millimetres. (Record rain! on page 13) 5. 26 August 2005. (Hurricane Katrina on page 13) 6. 11 September 1995. (A world record wave on page 13) 7. June 2006. (Picture caption on page 15) 8. path, supersonic (page 10) 9. particles, electrically (page 10) 10. huge thunderclouds (page 11) 11. dangerous, amazing (page 13) 12. Photographs, way (page 15)
Worksheet: Extreme weather

Give out the worksheets, and encourage the children to work in pairs to nd as much of the information as they can. Set a reasonably generous time limit. Go round helping the children with difcult concepts and vocabulary, giving extra help to the less condent children. Encourage them to go onto the next question if they can not nd the answer fairly quickly. Let the pairs divide up the questions between them if they wish, but encourage them to show each other what they have found. Point out that words in bold in the Factbook are in the glossary. When the time is up, go over the answers with the children, pausing to explain concepts and getting the children to show the class where they found the answers in the Factbook.
Make a tornado: For instructions on how to make a mini vortex / tornado in

a bottle, see Useful links below.
Useful links
http://uw.physics.wisc.edu/~wonders/Vortex.html http://www.weatherwizkids.com/weather-experiments.htm
37
Name
Worksheet: Extreme weather

Can you nd the information in the Factbook? Find the numbers. 1. What was the highest temperature ever recorded on Earth?
2. How fast were the gale-force winds that carried the thick cloud of red dust in Australia in 2009?
3. What was the coldest temperature ever recorded on Earth?
4. How much rain fell on Guadeloupe in just one minute on 26 November 1970?
Find the date. 5. When did Hurricane Katrina hit Louisiana and Mississippi?
6. When was the record 30-metre-high wave that hit the QE2 liner recorded?
7.
When did a brilliant spectrum of colour light the freezing sky above the Idaho plains in the north of the USA?
Find the missing words. 8. Lightning heats the air along its 9. Lightning strikes when cloud charged. 10. Tornadoes start deep inside . 11. Water spouts are not very but they look 12. , . at speed. bump into each other and become
from space are used to track cyclones and see which they are likely to go.
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Q: What causes Earths weather? A: Warm and cold air move from place to place, making winds. The winds bring sunny, wet or stormy weather. A: Meteorologists get information about the weather from satellites, balloons, barometers and other instruments. A: The Sun heats the air. This warm air rises and cooler air moves in to ll the space.
Q: How do we know what weather is coming our way?
Q: What causes wind?
Q: Do different winds bring different kinds of weather?
A: Yes, some winds bring sunny weather and others bring rain, snow and mist.
Q: What makes clouds?
A: Rising air makes clouds. As air rises, it cools down. This makes it difcult for it to hold water vapour. A: Some clouds are dark because they contain a lot of water. Dark, grey clouds are most likely to bring rain. A: The way clouds are made and the balance of water and ice crystals in them gives them different shapes. A: Lightning makes thunder clap. Lightning heats the air along its path at supersonic speed. The air expands so fast that it makes a loud clap of thunder. A: Lightning strikes when cloud particles bump into each other and become electrically charged. A: Tornadoes are spinning columns of rising hot air that start deep inside huge thunderclouds.
39
Q: Why are some clouds dark?
Q: Why are clouds different shapes?
Q: Why does thunder clap?
Q: Why does lightning strike?
Q: What is a tornado?


Weather reports include the temperature and if it is wet and windy or dry and sunny.
Activity 2
1. beach The others are all weather words. 2. sky The others are all types of wind. 3. bicycle The others are all things used by meteorologists. 4. circus The others are all types of cloud. Accept any other reasonable answers.
Activity 3
1. air, expands 2. rising 3. meteorologist 4. damage
Activity 4
1. The Sun 2. dark 3. red, orange, yellow, green, blue, indigo, violet
Activity 5
2. c) 3. a) 4. b)
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Why Do Monkeys Chatter?

Topic 1: Birds and reptiles
Key language
wing feather habitat saltwater ap up/down claw venomous change direction U/V-shaped snout prey evolve jaw squeeze to death predator
What you need

One pair of the Birds and reptiles worksheets for every pair of children. Write in gapped answers for the children to complete before photocopying. Photocopy the MC version and follow the MC instructions. Materials for poster making.
toxic venom
First ideas

Before reading
Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Flap your arms up and down like a bird and say Can you ap your arms up and down like a bird? Flap them up and down again. Do birds have arms? No, they have wings. And the wings have feathers. Who can draw a feather on the board? Draw a letter U on the board and turn it into a snout by adding eyes, a mouth and teeth. Say This is an alligator. Look at its long snout. Its a U-shaped snout because it looks like a U. Now draw a V and turn it into a snout. This is a crocodile. What letter does its snout look like? Do birds have snouts? No, they dont. Then draw a snake. Ask What is this? Can they be dangerous? Yes, some are venomous and its dangerous if they bite you. Draw some dripping teeth. Then teach or revise predator, prey and habitat. Write the names of various animals that are familiar to the children on the board and ask them what sort of places or habitats they live in. Then write the two headings Predator and Prey and get the children to help you sort them into animals which eat other animals and animals that are eaten by other animals. Some may go in both groups.
Answers:
Partner A: a) The feathers close together. b) The feathers separate to let air through. c) Its tail feathers. d) Because their habitat did not have many predators. Partner B: a) It has a U-shaped snout. b) Saltwater. c) The beaked sea snake. d) Yes.
Reading
Worksheet: Birds and reptiles

Put the children into pairs and get them to decide who is Partner A and who is Partner B. Get the As to work together in small groups and the Bs to work together in small groups. They then read their pages and compare their answers to the questions their partners are going to ask them. If you like, go over the answers with the groups before telling the children to go back to their original partner. The children then ask and answer their questions in their original pairs.
41
The As read all the pages in small groups and then think of good questions to ask the Bs about reptiles, while the Bs read all the pages in small groups and then think of good questions to ask the As about birds. You will probably have to give them quite a lot of help. Make sure that the answers are in the Factbook. If you like, go over the questions (and answers) with the groups before telling the children to go back to their original partner. The children then ask and answer their questions in their original pairs.
After reading Poster-making: The As now read together about reptiles and the Bs now read
together about birds. The As take it in turns to read about reptiles to each other and the Bs take it in turns to read about birds to each other. In pairs, the Bs make posters about birds, choosing Why do birds have feathers? or Can all birds y? as their subject. They can draw pictures and write captions in English. In pairs, the As make posters about reptiles, choosing What is the difference between an alligator and a crocodile? or Which is the most venomous snake? and How a python swallows an animal as their subject. They can draw pictures and write captions in English. The children do further research on the Internet and include extra information on their poster.
Native animals: Ask the children to brainstorm the birds and reptiles that are native to your region. Ask them to describe their habitats.
42
Name

Partner A:
You are going to read about birds on pages 4 and 5 of the Factbook. Your partner is going to read about reptiles. 1. Work in small groups. Your partners are going to ask you these questions so you need to nd the answers. a) What happens when a bird aps its wings down?
b) What happens when a bird aps its wings up?
c) What does an eagle use to help it slow down or change direction?
d) Some birds cannot y. Why did they evolve like that?
2. Find your partner and ask your partner these questions: a) Does an alligator have a U-shaped snout or a V-shaped snout? b) Does a crocodile usually live in freshwater or saltwater? c) Which is the most venomous snake in the world? d) Can a python swallow an animal?
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Name

Partner B:
You are going to read about reptiles on pages 6 and 7 of the Factbook. Your partner is going to read about birds. 1. Work in small groups. Your partners are going to ask you these questions so you need to nd the answers. a) Does an alligator have a U-shaped snout or a V-shaped snout?
b) Does a crocodile usually live in freshwater or saltwater?
c) Which is the most venomous snake in the world?
d) Can a python swallow an animal?
2. Find your partner and ask these questions: a) What happens when a bird aps its wings down? b) What happens when a bird aps its wings up? c) What does an eagle use to help it slow down or change direction? d) Some birds cannot y. Why did they evolve like that?
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Partner A: Name
1. Read about birds on pages 4 and 5, and about reptiles on pages 6 and 7 of the Factbook. Work in small groups. Think of some questions to ask your partners about reptiles. Write them here. a. b. c. 2. Find your partner. Ask and answer your questions.
Partner B:
Name
1. Read about birds on pages 4 and 5, and about reptiles on pages 6 and 7 of the Factbook. Work in small groups. Think of some questions to ask your partners about birds. Write them here. a. b. c. 2. Find your partner. Ask and answer your questions.
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Topic 2: Mammals
Key language
mammal lay eggs rare lung hatch from an egg
What you need

A pair of the worksheets The platypus and the echidna for every pair of children. A map of the world. Optional: milk and eggs.
warm-blooded
suckle
First ideas

Before reading
Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Show the children the milk or draw a carton of milk on the board, and ask them what kind of animals produce milk. Say We call them mammals. Tell the children that mammals also have hair, even if it is only a little, and that mammal mothers produce milk for their babies, who suckle from them. They are also warm-blooded (they produce their own body heat), breathe with lungs and almost always give birth to live young. Ask the children to brainstorm all the mammals they can think of in English and write the names on the board. Then show the children your eggs or draw some on the board, and ask them to brainstorm animals that lay eggs (and whose babies hatch from their eggs).
Reading
Read pages 8 and 9 of the Factbook, pausing to discuss and explain the concepts, for example, by showing the children where Australia and New Guinea are on the map and then pointing to other countries and asking Do any mammals which can lay eggs live here? Alternatively, play the CD (track 26) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more condent children to read a short section aloud to the class.
After reading Worksheet: The platypus and the echidna

Put the children into pairs and ask them to decide who is Partner A and who is Partner B. Then ask all the As to work together in small groups and all the Bs to work together in small groups. Hand out the worksheets. The children try to ll in the missing words and they also draw pictures of the animals in the spaces provided. Encourage them to refer to the Factbook for help with their drawings and to check their answers. (The text is similar to but not the same as the text in the Factbook.)
Answers:
The platypus and the echidna Some unusual mammals live in Australia and New Guinea, but they are very rare. They are called the platypus and the echidna. Most mammals dont lay eggs, but these two animals do. After the eggs hatch, the mothers feed (or suckle) the babies with their milk.
46
Then ask them to check their answers again with their original partner. The children will nd that they have different gaps from their partner and that the missing words appear on their partners worksheet. Make sure Partner B knows that feed or suckle is correct. Also accept any alternative answers that make sense. Finally, read the text aloud to the children. The children take it in turns to read to their partner. They will need help with the pronunciation of the proper names.
The platypus This animal has adapted to live in water. It has webbed feet and waterproof fur. It also has a bill like a duck and a at tail. The echidna This animal looks like a porcupine and an anteater. It eats ants and termites with its beak.
Animal classification: Encourage the children to research animal

classication, perhaps by visiting the website mentioned in the Factbook.
Native mammals: Ask the children to brainstorm the mammals that are native to your region. Ask them to describe their habitats.
47
Name
Worksheet: The platypus and the echidna

Partner A:
Write the missing words and draw pictures. Look at page 8 of the Factbook. Some unusual mammals live in Australia and New Guinea, but they are very . They are called the platypus and the echidna. Most mammals dont lay , but these the babies with their milk. two animals do. After the eggs hatch, the mothers The platypus
This animal has adapted to live in water. It has It also has a bill like a The echidna and a at tail.
feet and waterproof fur.
This animal with its beak.
like a porcupine and an anteater. It eats ants and termites
48
Name
Worksheet: The platypus and the echidna

Partner B:
Write the missing words and draw pictures. Look at page 8 of the Factbook. Some unusual mammals in Australia and New Guinea, but they are very rare. They are called the platypus and the echidna. Most mammals dont lay eggs, but these two animals do. After the eggs , the mothers feed (or suckle) the babies with their milk. The platypus
This animal has adapted to live in water. It has webbed feet and like a duck and a at . The echidna
fur. It also has a bill
This animal looks with its beak.

a porcupine and an anteater. It eats ants and termites
49
Topic 3: Primates
Key language
primate relative chatter squawk communicate range sense of smell adult male
What you need

Pictures of primates. A set of the three worksheets Lemurs, Why do monkeys chatter? and Birut Galdikas and the orang-utans for every group of three children. Partially complete the worksheet making it into a gap ll exercise before photocopying.
First ideas

See Introduction for suggestions on how to use the activities identied by and the icons.
Before reading
Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Display your pictures of primates. Ask What can these animals do? Are they intelligent? What are their hands and feet like? What can they do with them? These animals can all do clever things with their hands and brains. They are primates. Have they got voices? What sort of sounds does a monkey make? Show me. Yes, it sounds like chattering. And what about if they are frightened? Yes, they squawk. What do you think the other monkeys do when one squawks in fear? They communicate, dont they? One monkey can tell another there is danger. Now why do you think these ones have long pointed noses? Do you think they are good at smelling things? Do you think they have a good sense of smell?
After reading Worksheets: Lemurs, Why do monkeys chatter?, Birute Galdikas and the orang-utans
Put the children into groups of three and decide who is A, B and C. Then ask all the As to sit together, the Bs to sit together and the Cs to sit together. Give out the worksheets, showing the children how they can fold the pictures under so that when they go back to their groups and talk to their partners, their partners will be able to see the pictures. The children work in twos and threes to nd the information and practise talking about their animals, using their completed worksheets to help them. Encourage them to get ideas from the pictures as well as the texts and to practise pointing to the pictures and talking about them. Go over the answers with each group and help with pronunciation problems. Then ask the children to go back into their original groups and take it in turns to show each other the pictures on the worksheets and to talk about their animals. The children could then read their partners sections to themselves or in small groups, or you could read all the sections to the class. Alternatively, play the CD (tracks 27 and 30) instead of reading, pausing where necessary. Ask some of the more condent children to read a short section aloud to the class.
Suggested answers:
Partner A: 1. They have long, pointed noses and round eyes. They are good at smelling things. 2. Madagascar and the Comoros Islands. 3. Off the East coast of Africa. 4. Tropical rainforests and places like deserts. Partner B: 1. To tell other monkeys about food or danger. 2. They cry and squawk. 3. Its an island between the USA and South America. 4. They chatter to their relatives in a different way than to other monkeys.
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After reading Poster-making: The children could make posters based on their worksheets.
They could either copy the pictures from the Factbook or the worksheet or nd some in other books or on the Internet. They could then copy out sentences from their worksheets after you have corrected them.
Partner C: 1. She was born in Germany, but grew up in Canada. 2. Orang-utans. 3. They like to be alone. 4. In the forests of Borneo.
51
Name
Worksheet: Lemurs
Partner A:
Work with other Partner As. Read about lemurs on page 11 of the Factbook and answer the questions in the boxes.
1 What do lemurs look like? What are they good at?
2 Which islands do lots of lemurs live on?
3 Where are the islands?
4 What kinds of habitats do the lemurs live in?
Practise talking about lemurs. Dont forget you can talk about the map and the pictures.
Fold
52
Africa
Madagascar Comoros Islands
Name
Worksheet: Why do monkeys chatter?

Partner B:
Work with other Partner Bs. Read about why monkeys chatter on page 10 of the Factbook and answer the questions in the boxes.
1 Why do monkeys chatter?
2 What sort of noises do they make?
3 Where is Puerto Rico?
4 What is special about the rhesus macaque monkeys on an island near Puerto Rico?
Practise talking about why monkeys chatter. Dont forget you can talk about the map and the pictures of the rhesus macaque monkeys.
Fold
53
Canada
Mexico
USA
South America
Puerto Rico
Name
Worksheet: Birute Galdikas and the orang-utans

Partner C:
Work with other Partner Cs. Read about Birut Galdikas and the orang-utans on page 16 of the Factbook and answer the questions in the boxes.
1 Where was Birut Galdikas born and where did she grow up?
2 What animal has she studied for over 34 years?
3 What did she discover about orang-utans?
4 Where do the orang-utans live?
Practise talking about Birut Galdikas and the orang-utans. Dont forget you can talk about the map, the picture of Birut and the orang-utans and the picture of the male orang-utan who is all alone in the forest.
Fold
54
Canada
Germany
Borneo

Q: Why do birds have feathers? A: Feathers help birds to y. Wing feathers are a light but solid surface that can push against the air.
Q: Can all birds y?
A: No, there are some birds that cannot y. They dont need to because their habitat does not have many predators. A: Alligators have wide, round, U-shaped snouts, but crocodiles have longer, V-shaped snouts. Alligators prefer freshwater, but crocodiles usually live in saltwater habitats. A: The beaked sea snake has a really nasty bite, but its habitat is very remote so people are not often bitten by it.
Q: What is the difference between an alligator and a crocodile?
Q: Which is the most venomous snake?
Q: Can mammals lay eggs?
A: Not usually, but there are some very rare mammals which only live in Australia and New Guinea which lay eggs.
Q: Is a dolphin a mammal?
A: Yes it spends all its time in water, but has lungs and breathes through blowholes in the top of its head.
Q: Why do monkeys chatter?
A: Monkeys chatter to communicate with other monkeys about food or danger.
Q: Where do lemurs come from?
A: Nearly all lemurs live on Madagascar and the Comoros Islands.
55


1. A beaked sea snake. 2. A platypus 3. Lemurs 4. Emperor penguins 5. Crocodiles 6. Orang-utans
Activity 2
Reptiles: crocodile, python Birds: eagle, emu, penguin Mammals: dolphin, echidna, monkey The monkey is also a primate.
Activity 3
1. F Dolphins are mammals. 2. T 3. T
Activity 4
2. c) 3. a) 4. d)
Activity 5
Students own answers
56
Why Do Diamonds Glitter?

Topic 1: Renewable and non-renewable resources
Key language
resource recycle valuable fossil fuel living/non-living sustainable renewable/non-renewable timber
What you need

A copy of the worksheet Useful stuff for every child.
First ideas

Before reading
Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout. Write on the board What things have you used today? What things are we using in class today? and ask the children What did you have for breakfast? Write their suggestions on the board. Ask Did you or Mum or Dad use any electricity? Did you come to school by car? Continue to note on the board resources which you and the children have used today. Include things you are wearing, such as acrylic, cotton, gold or silver. Say We call all these useful things resources. Which are the most important or valuable, do you think? Maria, please come out and help me to circle the things the class thinks are most valuable. Continue in this way, going on to circle the renewable and nonrenewable resources, and the living and non-living ones, in different colours.
Reading
Read pages 4 and 5 of the Factbook, pausing to discuss and explain the concepts, for example, by referring to your board work and discussing the pictures on page 5. Alternatively, play the CD (track 32) instead of reading, pausing where necessary. The children could then reread the sections to themselves or in small groups. Ask some of the more condent children to read a short section aloud to the class.
57
After reading Worksheet: Useful stuff

Put the children into pairs and give out the worksheets. Ask the children to tell their partner what resources they have used so far today, using the notes from the Before reading activity on the board to help them remember and give them ideas. Make sure they understand that you are now asking them what they as individuals have used, not as a class. Choose some of the pairs to tell the class some of the things they are going to write in the top two boxes. Repeat with the second part of the worksheet, where the children should record what they are using right now. This could include energy to heat or light the classroom, the things they are wearing and their pens and paper. Ask the children to write their ideas down. Circulate, helping with vocabulary and spelling and with deciding whether the things are renewable or nonrenewable.
Further reading: You could now read pages 6 to 8 of the Factbook, which deal with resources which are mined and also forests.
58
Name
Worksheet: Useful stuff
These are some of the resources that I have used so far today:
Renewable resources
Non-renewable resources
I am using these resources right now:
Renewable resources
Non-renewable resources
59
Topic 2: The three Rs

Note: This topic follows on from Topic 1.
Key language
harmful reservoir biodegradable timber reduce recycle reuse raw material recycle restriction waste
What you need

A picture of a dustbin. Optional: leaets about recycling, reusing and reducing use of resources. A set of the two worksheets The three Rs and Reduce, Reuse and Recycle for every pair of children. Partially complete the worksheet before photocopying, making a gap ll exercise for the children to complete. Additional activity: Two large cardboard boxes. Additional activity: Cereal boxes and plastic bottles.
First ideas

Before reading
Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Show the children your picture of a dustbin and ask What do we put in the bin? Write the childrens suggestions on the board and say Yes, all these things can be waste. Do you think we produce too much waste? The children come out to the front of the class and write and draw their ideas on the board. You could now discuss with the children whether any of the things they thought of could be reduced, reused or recycled. Use your pictures and leaets about reusing, reducing and recycling to illustrate the discussion.
Reading Worksheet: The three Rs

Write Plastic, Water, Wood/Timber on the board. Ask Can we reduce our use of these things, or reuse them or recycle them? What about plastic? Repeat with water and wood. Then put the children into pairs and get them to decide who is Partner A and who is Partner B. Gather all the As together and all the Bs together. Give out the worksheets. The children work together in small groups to read page 10 or 11 of the Factbook and to answer the questions. Circulate and help with any problems. The children then go back to their original partner to share their information. When all the pairs are ready, ask the whole class some of the questions from the worksheets and choose children to answer. Then read Recycling for energy, New life for old wood and The three Rs on pages 12 and 13 of the Factbook with the whole class, pausing to discuss and explain the concepts, for example, by explaining that timber is another word for wood. Alternatively, play the CD (track 36) instead of reading, pausing where necessary.
Example answers:
Partner A: 1. It is used in many things, for example, computers and clothes. 2. No. 3. We can recycle most types of plastic. 4. Yes and no. It is not really the plastic that is bad. But throwing a lot of it away is bad. Partner B: 1. So that everyone has the water they need to live. 2. It makes you have shorter showers.
60
After reading Worksheet: Reduce, Reuse and Recycle

Put the children into pairs and give out the worksheet. Ask them to think of some ideas together and to write them down, ticking the things they, their families or your school do already. Then put the pairs together into fours and ask them to compare their ideas. Finally, ask each four for one or two of their best ideas.
3. plants and trees, vegetables that you eat raw (not cooked) 4. You can collect the water that runs off your roof in a container.
Boxes for paper: Get volunteers to decorate two large cardboard boxes, one
to use for waste paper that is suitable for jottings and rough work in class and the other for paper that is only suitable for recycling. Encourage the children to use them.
Poster-making: The children could make posters to put up round the school, telling everyone what your local recycling facilities are. If you like, these could be bilingual. Recycling point: Take the children on a walk to visit your nearest recycling
point. Alternatively, get the students to make their own recycling point in their school.
Recycling rap: Help the children to write a recycling rap or poem. Recycled paper: Help the children to make their own recycled paper. Compost heap: Start a school compost heap. Art work: Get the children to make models using junk, for example, cereal
cartons and plastic bottles.
Useful links
http://www.activityvillage.co.uk/recycling_for_kids.htm http://www.recyclezone.org.uk/home_fz.aspx
61
Worksheet: The three Rs

Partner A: Name
Read page 10 of the Factbook and nd the answers to these questions. 1. What do we use plastic for?
2. Is plastic biodegradable?
3. Can we recycle plastic?
4. Is plastic bad?
When your teacher tells you, nd your partner and take it in turns to say what you found out.
Partner B: Name
Read page 11 of the Factbook and nd the answers to these questions. 1. Why do town authorities sometimes tell everyone to use less water?
2. How can a four-minute shower timer help you to save water?
3. You can use a bucket to collect water when you are having a shower. You can use this water on 4. How can you save rainwater? but not on .
When your teacher tells you, nd your partner and take it in turns to say what you found out.
62
Name
Worksheet: Reduce, Reuse and Recycle

Write your ideas for following the three Rs. Put a big green tick by the ones you do already. Reduce
At home
At school
Reuse
At home
At school
Recycle
At home
At school
63
Topic 3: Alternative sources of energy

Key language
wind farm generator alternative source of energy solar energy solar panels wind turbines cow manure waste
What you need

Pictures of power stations, wind farms or hydro-electric power stations. A copy of the worksheet Making energy for every child.
fuel hydro-electric power dam owing water
First ideas

Before reading
Here are examples of how you might introduce some of the key language, writing new vocabulary on the board throughout: Turn on the light and ask the children What did I do? Respond to their answers by, for example, asking Where did the electricity come from? Where was the electricity generated? Show the children your pictures and say, for example, This is a hydro-electric power station in our country. What is this? Yes, its a river, and this is a dam. Try not to give the answers to the true and false questions on the worksheet yet, but do try to give the children the vocabulary they need to nd the answers themselves.
Reading Worksheet: Making energy

Give out the worksheets, focus the childrens attention on the pictures and elicit what they show. Either give the children the page references (Wind farms on page 12, Solar energy on page 13, Fuel from cow manure on page 14, Hydro-electric power on page 15) or tell the children to skim and scan through the Factbook to nd the information they need to complete the true or false activity. Read the pages and go over the answers with the children, pausing to discuss and explain the concepts, for example, by miming the force of the wind or a river. Get the children to correct any mistakes they have made. Alternatively, play the CD (tracks 36 and 37) instead of reading, pausing where necessary.
Answers:
1. T 2. F Solar panels turn light from the Sun into electricity. 3. T 4. T 5. T
64
Name
Worksheet: Making energy

Talk to your partner. Decide whether these sentences are true or false. Write T or F. 1. Wind farms collect the winds energy.
2. Solar panels turn electricity from the Sun into light.
3. Solar panels are made from the same thing that sand is made from.
4. You can use cow manure to make fuel.
5. You can make electricity from the force of owing water.
65

Q: What are resources? A: Resources are things that we use. They can be living or non-living. They can be renewable or non-renewable.
Q: What is a non-renewable resource?
A: A non-renewable resource is a natural resource that cannot be made or grown again, for example, coal, petroleum and natural gas.
Q: Where is gold mined?
A: The countries that produce the most gold are South Africa, China, Australia, USA and Peru.
Q: Why do diamonds glitter?
A: Diamonds glitter when they are cut into different shapes and polished because they reect the light that shines on them.
Q: Why do we need forests?
A: Because they produce oxygen and absorb carbon dioxide. They provide safe habitats for animals and timber to make paper and furniture.
Q: What does land use mean?
A: Land use is the way we use land. It is important to use land very carefully because it is a nite resource.
Q: Is plastic harmful?
A: Yes and no. It isnt really the plastic that is bad for the environment it is the way we throw it away.
Q: What are water restrictions?
A: When we are asked to use less water and to be careful with how we use it.
66


1. fewer not more 2. Reuse not Read 3. Recycle not Bicycle
Activity 2
2. F The water cycle is a good example of a renewable resource. 3. F We can use wood and water, but we must be careful with them. 4. T 5. T
Activity 3
1. milk bottles The others make electricity. 2. wool The others are made from plastic. 3. wash the car The others are ways of saving water. 4. trees The other things people get from mines. Accept any other reasonable answers.
Activity 4
2. natural 3. biodegradable 4. reservoirs 5. water
67

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Thanks and Acknowledgements

Why Does Thunder Clap?

Why Do Monkeys Chatter?

Why Do Diamonds Glitter?

Why are the book titles all questions?

When should I use the books?

How should I introduce the books in class?

Mixed ability teaching

Why Do Shadows Change?

What you need

Mixed ability teaching

Experiment: What will I see when I spin my spinner?

What you need

Experiment record sheet

What I needed: What I did:

Why this happened: What I thought of this experiment:

Cambridge University Press 2010 PHOTOCOPIABLE

What you need

Mixed ability teaching

Experiment: How does a shadow change its length and direction?

What you need

Topic 3: Light and technology

What you need

Mixed ability teaching

Worksheet: Light and technology

Worksheet: Light and technology

Cambridge University Press 2010 PHOTOCOPIABLE

Simplified questions and answers

Q: Why do shadows change?

A: Because the position of the Sun changes.

Q: What is white light?

Q: What is a polar night?

Q: Why do photographic darkrooms have red lights?

Q: Why are tomatoes red?

Q: How do periscopes work?

Q: Why do objects in water look closer than they really are?

Q: What is a light year?

Cambridge University Press 2010 PHOTOCOPIABLE

Its quiz time! ideas and answers

Answer key Activity 1

What you need

Mixed ability teaching

instructions on how to make one, see Useful link below.

Worksheet: Volume and pitch

2. This is a quiet sound.

3. This is a low sound.

4. This is a high sound.

Cambridge University Press 2010 PHOTOCOPIABLE

Cambridge University Press 2010 PHOTOCOPIABLE

Topic 2: Absorbing and reflecting sound

What you need

Mixed ability teaching

Experiment: What materials are best for absorbing sounds?

What you need

Experiment record sheet

Our groups results:

We couldnt hear anything

Our classs results:

What I thought of the experiment:

Cambridge University Press 2010 PHOTOCOPIABLE

What you need

Mixed ability teaching

After reading Worksheet: How do our ears hear sound?