Grade 5 Hands-On Science

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Level Five
Jennifer Lawson
Joni Bowman
Kevin Chambers
Randy Cielen
Nancy Josephson
Anita Kamal
#lPEGUIS
!i!!Jjjj' PUBLISHERS
Winnipeg • Manitoba • Canada

© 2000 Jennifer Lawson Series Editor: Leigh Hambly
Assistant Editor: Catherine Lennox
Peguis Publishers acknowledges the financial Book and Cover Design: Suzanne Gallant
support of the Government of Canada through Illustrations: Pam Dixon
the Book Publishing Industry Development Jess Dixon
Program (BPIDP) for our publishing activities.
Program Consultant: Sylvia Connor
Canada Program Reviewers: Karen Boyd
Barb Thomson
All rights reserved. With the exceptions of

student activity sheets and evaluation forms
individually marked for reproduction, no part
of this publication may be reproduced or
transmitted in any form or by any means -
graphic, electronic, or mechanical - without
the prior written permission of the publisher.
Canadian Cataloguing in Publication Data
Main entry under title:
Hands-on science : level five

Man. ed.
Includes bibliographical references.
fl!!!!11 PEGUIS
ISBN 13: 978-1-894110-56-3
f!!f!!!;' PUBLISHERS
100-318 McDermot Avenue
1. Science - Study and teaching (Elementary). Winnipeg, Manitoba, Canada R3A 0A2
2. I. Lawson, Jennifer E. (Jennifer Elizabeth),
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Mixed Sources
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Contents
Introduction 1 8 Comparing Mass 150
9 Freezing, Melting, Evaporation, and
Assessment 11 Condensation 155
Unit 1: Maintaining a 10 Physical Changes in Matter 159
Healthy Body 23 11 Chemical Changes in Matter 162
12 Chemical or Physical Changes
Books for Children 24
in Cooking 166
Web Sites 25
13 Safety With Household Chemicals 169
Introduction 26
14 Manufactured Products 174
1 The Human Body: An Introduction 28
15 Solving Practical Problems 178
2 The Digestive and Urinary Systems 30
References for Teachers 181
3 Designing and Constructing Models of
the Digestive System 37 Unit 3: Forces and Simple
4 The Respiratory and Circulatory Systems 42 Machines 183
5 Investigating the Respiratory and Books for Children 184
Circulatory Systems 51 Web Sites 185
6 The Skeletal and Muscular Systems 58 Introduction 186
7 The Nervous System 72
1 Machines 187
8 The Integumentary System 82 2 Levers 190
9 How Our Bodies Fight Illnesses
3 Wheels and Axles 198
and Injuries 88
4 Gears 201
10 Maintaining a Healthy Body Through
5 Gears and Direction of Movement 205
Good Nutrition 95
6 Designing and Constructing With Gears 209
11 Celebration of Learning 104
7 Single Pulleys 212
12 Making Connections 108
8 Compound Pulleys 216
9 Comparing Pulleys 220
Unit 2: Properties of and 10 Designing and Constructing a Pulley
Changes in Substances 113 System 226
Books for Children 114 11 The Inclined Plane 231
Web Sites 115 12 The Screw 234
Introduction 116 13 The Wedge 237
1 Comparing Similar Substances 117 14 Reviewing Simple Machines 239
2 Characteristics of Matter 122 15 Constructing a Device Containing a
3 Properties of Matter: Buoyancy and System of Simple Machines 241
Solubility 124 References for Teachers 244
4 Interactions of Materials 128
Unit 4: Weather 245
5 Interactions of Substances That
Produce Gases 132
Books for Children 246
6 Solids, Liquids, and Gases 137 Web Sites 247
7 DeSigning and Constructing a Introduction 248
Measuring Device 144 How Weather Conditions Affect the
Lives of Humans and Other Animals 249
2 Weather and Climate 252
3 The Water Cycle 256
4 Formation of Clouds 260
5 Properties of Air 264
6 Air Masses 270
7 Constructing Weather Instruments 276
8 Meteorology 284
9 Short-Term and Long-Term Weather
Forecasts 288
10 Weather Lore 293
11 Severe Weather Conditions 295
12 Earth's Changing Climate 299
Introduction
Program Introduction Foundation 2: Skills
Hands-On Science develops students' Students will develop the skills required for
scientific literacy through active inquiry, scientific and technological inquiry, for solving
problem solving, and decision making. With problems, for communicating scientific ideas
each activity in the program, students are and results, for working collaboratively, and
encouraged to explore, investigate, and ask for making informed decisions.
questions as a means of heightening their
Foundation 3: Knowledge
own curiosity about the world around them.
Students solve problems through firsthand Students will construct knowledge and
experiences, and by observing and examining understandings of concepts in life science,
objects within their environment. In order physical science, and earth and space
for students to develop scientific literacy, science, and apply these understandings
hands-on experience is of utmost importance to interpret, integrate, and extend their
- in fact, it is essential. knowledge.
The Foundations of Foundation 4: Attitudes

Scientific Literacy Students will be encouraged to develop
Hands-On Science focuses on the four attitudes that support responsible acquisition
foundation statements for scientific literacy in and application of scientific and technological
Canada, as established in the Pan-Canadian knowledge to the mutual benefit of self,
Protocol. * These foundation statements are the society, and the environment.
bases for the learning outcomes identified in
Hands-On Science.
Foundation 1: Science, Technology,

Society, and the Environment (STSE)
Students will develop an understanding of the

nature of science and technology, of the
relationships between science and technology,
and of the social and environmental contexts
of science and technology.
"Common Framework of Science Learning Outcomes K-12. Pan-Canadian Protocol for Collaboration on School CUrriculum (1997)
Hands-On Science Learning Outcomes
Unit 1: Maintaining a Healthy Body Unit 2: Properties of and

D Use appropriate vocabulary related to their
Changes in Substances
investigations of human health. D Use appropriate vocabulary related to their
D Interpret nutritional information found on food investigations of properties of, and changes in,
labels. substances.
D Describe the types of nutrients in foods and their D Identify characteristics and properties that allow
function in maintaining a healthy body. substances to be distinguished from one another.
D Evaluatea daily menu plan and suggest changes D Investigate to determine how charactenstics and
to make It align more closely with Canada's Food properties of substances may change when they
Guide to Healthy Eating. interact with one other.
D Evaluateprepared food products using the design D Recognize that matter is anything that has
process. mass/weight and takes up space.
D Identify the major components of the digestive D Identify properties of the three states of matter.
system, and describe its role in the human body. D Experiment to compare the mass/weight of a
D Identify the major components of the skeletal, substance in its liquid and solid states.
muscular,and nervous systems, and describe the D Demonstrate that the mass/weight of a whole
role of each system in the human body. object is equal to the sum of the mass/weight of
D Identify skin as the major component of the its parts.
integumentory system, and describe its role in D Demonstrate that changes of state are reversible
protecting and supporting the human body. through the addition or removal of heat.
D Identify components of the human body's D Explore to identify reversible and nonreversible
defenses against infections, and describe their changes that can be made to substances.
role in defending the body against infection.
D Recognize that a physical change alters the
D Identify the major components of the respiratory characteristics of a substance without producing
and circulatory systems, and describe the role of a new substance, and that a chemical change
each system in the human body. produces a new substance with distinct
D Describe how the human body gets rid of waste. characteristics and properties.
D Give examples of how systems of the human D Observe examples of changes in substances,
body work together. classify them as physical or chemical changes,
D Identify and describe factors necessary to and justify the designation.
maintain a healthy body. D Identify potentially harmful chemical products
D Evaluateinformation related to body image and used at home, and describe practices to ensure
health from media sources for science content personal safety.
and bias. D Evaluate household chemical products using the
D Explain how human health may be affected by design process.
lifestyle choices and natural- and human-caused D Research and describe how raw materials are
environmental factors. transformed into useful products.
2 Hands-On Science • Level 5

Unit 3: Forces and Unit 4: Weather
Simple Machines o Use appropriate vocabulary related to their
o Use appropriate vocabulary related to their investigations of weather.
investigations of forces and simple machines. o Describe how weather conditions may affect the
o Describe, using diagrams, the forces acting on an activities of humans and other animals.
object and the effects of increasing or decreasing o Describe properties of air.
them. o Recognize that warm and cold air masses are
o Investigate a variety of levers used to accomplish important components of weather, and describe
particular tasks in order to compare them what happens when these air masses meet along
qualitatively with respect to fulcrum position, a front.
applied force, and load. o Use the design process to construct a weather
o Identify objects in the school and at home that instrument.
use wheels and axles, and describe the forces o Observe and measure local weather conditions
involved. over a period of time, using student -constructed
o Recognize that a gear is a wheel and axle used or standard instruments, and record and analyze
to turn another wheel and axle. these data.
o Identify common devices and systems that o Identify and describe components of public
incorporate pulleys and/or gears. weather reports from a variety of sources.
o Explore to determine how the direction and o Describe the key features of a variety of weather
amount of the applied force and the speed of phenomena.
rotation vary within a two-gear system. o Provide examples of severe weather forecasts,
o Compare, quantitatively, the force required to lift a and describe preparations for ensuring personal
load using a pulley system versus a single fixed safety during severe weather and related natural
pulley, and recognize the relationship between the disasters.
force required and the distance over which the o Investigate various ways of predicting the weather,
force is applied. and evaluate their usefulness.
o Identify and make modifications to their own o Contrast the accuracy of short- and long-term
pulley and/or gear systems to improve how they weather forecasts, and discuss possible reasons
move loads. for the discrepancies.
o Identify and describe types of simple machines. o Describe examples of technological advances that
o Describe the advantage of using simple machines have enabled humans to deepen their scientific
to move or lift a given load. understanding of weather and improve the
o Investigate to identify advantages and accuracy of weather predictions.
disadvantages of using different simple machines o Explain how the transfer of energy from the Sun
to accomplish the same task. affects weather conditions.
o Compare devices that use variations of simple o Explain how clouds form, and relate cloud
machines to accomplish similar tasks. formation and precipitation to the water cycle.
o Use the design process to construct a prototype o Identify and describe common cloud formations.
containing a system of two or more different o Differentiate between weather and climate.
simple machines that move in a controlled way to
o Identify factors that influence weather and climate
perform a specific function.
in Manitoba and across Canada, and describe
their impacts.
o Recognize that climates around the world are ever
changing, and identify possible explanations.
Introduction 3
Program Principles Program Implementation
1. Effective science programs involve Program Resources
hands-on inquiry, problem solving, and
decision making. Hands-On Science is arranged in a format
that makes it easy for teachers to plan and
2. The development of students' skills, implement.
attitudes, knowledge, and understanding
of STSE issues forms the foundation of Units are the selected topics of study for the
the science program. grade level. The units relate directly to the
learning outcomes, which complement those
3. Children have a natural curiosity about established in the Pan-Canadian Protocol and
science and the world around them. This the Manitoba Curriculum Framework of
curiosity must be maintained, fostered, Outcomes (2000) documents. The units are
and enhanced through active learning. organized into several activities. Each unit also
includes books for children, a list of annotated
4. Science activities must be meaningful,
web sites, and references for teachers.
worthwhile, and relate to real-life
experiences. The introduction to each unit summarizes the
general goals for the unit. The introduction
5. The teacher's role in science education is
provides background information for teachers,
to facilitate activities and encourage critical
and a complete list of materials that will
thinking and reflection. Children learn best
be required for the unit. Materials include
by doing, rather than by just listening. The
classroom materials, equipment, visuals,
teacher, therefore, should focus on
and reading materials.
formulating and asking questions rather
than simply telling. Each unit is organized into topics, based
on the learning outcomes. The topics are
6. Science should be taught in correlation
arranged in the following format:
with other school subjects. Themes and
topics of study should integrate ideas and Science Background Information for
skills from several core areas whenever Teachers: Some topics provide teachers with
possible. the basic scientific knowledge they will need
to present the activities. This information is
7. The science program should encompass,
offered in a clear, concise format, and focuses
and draw on, a wide range of educational
specifically on the topic of study.
resources, including literature, nonfiction
research material, audio-visual resources, Materials: A complete list of materials required
technology, as well as people and places to conduct the main activity is given. The
in the local community. quantity of materials required will depend on
how you conduct activities. If students are
8. Assessment of student learning in
working individually, you will need enough
science should be designed to focus on
materials for each student. If students are
performance and understanding, and
working in groups, the materials required will
should be conducted through meaningful
be significantly reduced. Many of the identified
assessment techniques carried on
items are for the teacher to use for display
throughout the unit of study.

purposes, or for making charts for recording Activity Centre: Included are independent
students' ideas. In some cases, visual student activities that focus on the learning
materials - large pictures, sample charts, and outcomes.
diagrams - have been included with the
Assessment Suggestions: Often, suggestions
activity to assist the teacher in presenting
are made for assessing student learning. These
ideas and questions, and to encourage
assessment strategies focus specifically on the
discussion. You may wish to reproduce these
learning outcomes of a particular activity topic
visuals, mount them on sturdy paper, and
(assessment is dealt with in detail on page 11).
laminate them so they can be used for years
Keep in mind that the suggestions made within
to come.
the activities are merely ideas to consider -
Activity: This section details a step-by-step you may use your own assessment techniques,
procedure, including higher-level questioning or refer to the other assessment strategies on
techniques, and suggestions, for encouraging pages 12-21.
exploration and investigation.
Classroom Environment
Activity Sheet: The reproducible activity
sheets are designed to correlate with the The classroom setting is an important
learning outcomes of the activity. Often, the aspect of any learning process. An active
activity sheets are to be used during the environment, one that gently hums with the
activity to record results of investigations. At purposeful conversations and activities of
other times, the sheets are to be used as a students, indicates that meaningful learning
follow-up to the activities. Students may work is taking place. When studying a specific
independently on the sheets, in small groups, topic, you should display related objects and
or you may choose to read through the sheets materials, student work, pictures and posters,
together and complete them in a large group graphs and charts made during activities, and
setting. Activity sheets can also be made into summary charts of important concepts taught
overheads or large experience charts. Since it and learned. An active environment reinforces
is important for students to learn to construct concepts and skills that have been stressed
their own charts and recording formats, you during science activities.
may want to use the activity sheets as
examples of ways to record and communicate Time Lines
ideas about an activity. Students can then No two groups of students will cover topics
create their own sheets rather than use the and material at the same rate. Planning the
ones provided. duration of units is the responsibility of the
teacher. In some cases, the activities will not
Note: Activity sheets are meant to be used only
in conjunction with, or as a follow-up to, the be completed during one block of time and
hands-on activities. The activity sheets are not will have to be carried over. In other cases,
intended to be the science lesson itself or the sole students may be especially interested in
assessment for the lesson. one topic and may want to expand upon it.
The individual needs of the class should be
Extension: Included are optional activities
considered; there are no strict time lines
to extend, enrich, and reinforce the learning
involved in Hands-On Science. It is important,
outcomes.
Introduction 5
however, to spend time on every unit in the Observing
program so that students focus on all of the
Students learn to perceive characteristics
curriculum outcomes established for their
and changes through the use of all five
grade level.
senses. Students are encouraged to use sight,
smell, touch, hearing, and taste (when safe) to
Classroom Management
gain information about objects and events.
Although hands-on activities are emphasized Observations may be qualitative (by properties
throughout this program, the manner in which such as texture or colour), or quantitative
these experiences are handled is up to you. (such as size or number), or both. Observing
In some cases, you may have all students includes:
manipulating materials individually; in others,
you may choose to use small group settings. • gaining information through the senses
Small groups encourage the development of • identifying similarities and differences,
social skills, enable all students to be active and making comparisons
in the learning process, and mean less cost • sequencing events or objects
in terms of materials and equipment. Exploring
Occasionally, especially when safety concerns Students need ample opportunities to
are an issue, you may decide to demonstrate manipulate materials and equipment in order
an activity, while still encouraging as much to discover and learn new ideas and concepts.
student interaction as possible. Again, During exploration, students need to be
classroom management is up to you, since it is encouraged to use all of their senses and
the teacher who ultimately determines how the observation skills. Oral discussion is also an
students in his or her care function best in the integral component of exploration; it allows
learning environment. students to communicate their discoveries.
Science Skills: Guidelines Classifying

for Teachers
This skill is used to group or sort objects and
While involved in the activities of Hands-On events. Classification is based on observable
Science, students will use a variety of skills properties. For example, changes in matter can
as they answer questions, solve problems, be classified as physical or chemical. In the
and make decisions. These skills are not same way, flying devices can be classified as
unique to science, but they are integral to lighter-than-air craft and heavier-than-air craft.
students' acquisition of scientific literacy. One of the strategies used for sorting involves
The skills include initiating and planning, the use of Venn diagrams (either a double Venn
performing and recording, analyzing and or a triple Venn). Venn diagrams can involve
interpreting, as well as communicating and distinct groups, or can intersect to show
the ability to work in teams. Although the wide similar characteristics.
variety of skills are not all presented here, the
following guidelines provide a framework to
use to encourage students' skill development
in specific areas.

Venn Diagram With Distinctive Groups: • millimetre (mm): about the thickness of a
paper match
• centimetre (cm): about the width of your
index fingernail
fASfA • metre (rn): about the length of a man's
stride
• kilometre (km): 1000 metres
I Dr\1R t PRODUC r~
Mass: Mass, or weight, is measured in grams,
portions of a gram, or multiples of a gram.
Intersecting VennDiagram: The most commonly used units are:
• gram (g): about the weight of a paper clip

• kilogram (kg): a cordless telephone weighs
about 2 kilograms
• tonne (r): about the weight of a compact car
Note: When measuring to determine the heaviness

of an object, the term mass is more scientifically
accurate than the term weight. As a result,
teachers should use the term mass and encourage
students to do so as well.
Measuring
Capacity: Capacity refers to the amount of
This is a process of discovering the dimensions fluid a container holds, and is measured in
or quantity of objects or events and usually litres, portions of a litre, and multiples of a
involves the use of standards of length, area, litre. The most commonly used units are:
mass, volume, capacity, temperature, time, and
speed. Measuring skills also include. the ability • millilitre (ml): a soup spoon holds about
to choose appropriate measuring devices, and 15 millilitres
using proper terms for direction and position. • litre (I): milk comes in litre containers, or
portions and multiples of a litre
An essential skill of measurement is estimating.
Regularly, students should be encouraged to Volume: Volume refers to the amount of space
estimate before they measure. Estimation taken up by an object and is measured in
allows students opportunities to take risks, cubic units, generally cubic centimetres (ern')
use background knowledge, and learn from and cubic metres (rn).
the process. Note: Volume and capacity are often used
interchangeably. However,a teacher should use
The metric system is the foundation of
the terms correctly in context, referring to liquid
measuring activities. Teachers should be
measure as capacity and space taken up as
familiar with, and regularly use, these basic volume. Students should also be encouraged to
measurement units. use these terms correctly.
Length: Length is measured in metres, Area: Area is measured in square centimetres,

portions of a metre, or multiples of a metre. or portions and multiples thereof. By becoming
The most commonly used units are: familiar with the units of length, the teacher
Introduction 7
can understand area measurements by Growth of Plants
thinking of that unit in a two-dimensional
form, such as square centimetres (ern') and
square metres (rn'). 11)
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Temperature: Temperature is measured in
degrees Celsius (QC).21 QCis normal room
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Communicating
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In science, one communicates by means of J:
diagrams, graphs, charts, maps, models,
symbols, as well as with written and spoken A B C o E
languages. Communicating includes: Plants
• reading and interpreting data from tables
and charts • A double bar graph can also be used to
• making tables and charts communicate scientific results. This type of
• reading and interpreting data from graphs graph is commonly used when comparing
similar attributes in different objects. For
• making graphs
example, an investigation in flight may have
• making labelled diagrams
students constructing a model airplane with
• making models
and without flaps, from different types of
• using oral and written language
paper. The resulting double bar graph may
When presenting students with charts and look as follows:
graphs, or when students make their own as
Testing Paper Airplanes
part of a specific activity, there are guidelines
10
that should be followed.
9
• A bar graph is a common form 11) 8
of scientific communication. Bar graphs CU
should always be titled so that the
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information communicated is easily :E 6
understood. These titles should be

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capitalized in the same manner as one t: 4
would title a story. Both axes of the graph ....CtJ
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should also be titled and capitalized in C5 2
the same way. In most cases, graduated
markings are noted on one axis and the
objects or events being compared are noted Art Paper ManilaTag Bristol
Board
on the other. On a bar graph, the bars must
be separate, as each bar represents a Type of Paper
distinct piece of data.
• without flaps D with flaps

• A broken line graph is used to communicate Animal Tracks
data when measuring an object or event Location
Animal Diagram
over a period of time. For example, a broken of Tracks
line graph may be used to present daily ~

outdoor high temperatures over a period of ;:d~JJ/;- 8Hkf17.rf ~.
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one week.
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Daily High Temperatures
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Measuring Length
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Estimate Length
~ Object
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Sun Mon Tues Wed Thurs Fri Sat
MaV B MaV 9 MaV 10 MaV 11 May 12 MaV 13 May 14
Date
• Charts also require appropriate titles, and

both columns and rows need specific
headings. Again, all of these titles and Communicating also involves using the
headings require capitalization as in titles language and terminology of science. Students
of a story. Charts can be made in the form of should be encouraged to use the appropriate
checklists or can include room for additional vocabulary related to their investigations; for
written information, data, and diagrams. example, organ, properties, matter, gear system,
humidity species, circuit, aerodynamic,
constellation. The language of science also
Flying Devices
includes terms like predict, infer, estimate,
Air Space measure, design, construct, experiment, and
Device
Craft Craft hypothesize. Teachers should use this
vocabulary regularly throughout all activities
Space Shuttle
/ and encourage their students to do the same.
Students should also be encouraged to use the
vocabulary and terminology in written form.
Helicopter
/ Consider developing whole-class or individual
glossaries whereby students can record the
Jet Airplane
/ terms learned and define them in their own
words.
Introduction 9
Predicting • method: what we did
• results: what we observed
A prediction refers to the question: What do you
• conclusion: what we found out
think will happen? For example, when a balloon
is blown up, ask students to predict what they • application: how we can use what we
think will happen when the balloon is placed in learned
a basin of ice cold water. It is important to Researching
provide opportunities for students to make
predictions and for them to feel safe doing so. Many opportunities should be provided for
students to research topics studied in class.
Inferring Research skills involve finding, organizing, and
When students are asked to make an inference, presenting information. For best results,
it generally means that they are being asked teachers should always provide a structure
to explain why something occurs. For example, for the research, indicating questions to be
after placing an inflated balloon in a basin answered, as well as a format for conducting
of ice cold water, ask students to infer why the the research. Suggestions for research
balloon appeared to shrink. Again, it is guidelines are presented regularly throughout
important to encourage students to take risks Hands-On Science.
when making such inferences. Before explaining Using the Design Process
scientific phenomena to students, they should
be given opportunities to infer for themselves. Throughout Hands-On Science, students are
given opportunities to use the design process
Investigating and Experimenting to design and construct objects. There are
When investigations and experiments are done specific steps in the design process:
in the classroom, planning and recording the 1. Identify a need.
process and the results are essential. There are 2. Create a plan.
standard guidelines for writing up experiments. 3. Develop a product.
• purpose: what we want to find out 4. Communicate the results.
• hypothesis: what we think will happen The design process also involves research
• materials: what we used and experimentation.
Do you or your students have a science question you want answered? Email your question
to Randy Cielen, one of the authors of Hands-On Science and a member of the Science
Teachers' Association of Manitoba and the National Science Teachers' Association. The
address is: booksopequis.com
10 Hands-OnScience • Level 5
Assessment
The Hands-On Science activity being assessed. Students are then
Assessment Plan given a check mark point for each criterion
accomplished, to determine a rubric score
Hands-On Science provides a variety of
for the assessment from a total of five marks.
assessment tools that enable teachers to
These rubric scores can then be transferred
build a comprehensive and authentic daily
to the rubric class record on page 16.
assessment plan for students.
Cooperative Skills
Embedded Assessment
In order to assess a student's ability to work
Assess students as they work, by using the
effectively in a group, teachers must observe
questions provided with each activity. These
the interaction within these groups. A
questions promote higher-level thinking skills,
cooperative skills teacher assessment sheet
active inquiry, problem solving, and decision
is included on page 17 for teachers to use
making. Anecdotal records and observations
while conducting such observations.
are examples of embedded assessment:
Student Self-Assessment
• anecdotal records: Recording observations
during science activities is critical in having It is important to encourage students to reflect
an authentic view of a student's progress. on their own learning in science. For this
The anecdotal record sheet presented on purpose, teachers will find included a student
page 12 provides the teacher with a format self-assessment sheet on page 18, as well as
for recording individual or group a cooperative skills self-assessment sheet on
observations. page 19. Of course, students will also reflect
on their own learning during class discussions
• individual student observations: During
and especially through writing in their science
those activities when a teacher wishes
journals.
to focus more on specific students,
individual student observations sheets Science Portfolios
may be used (page 13). This black
Select, with student input, work to include in
line master provides more space for
a science portfolio. This can include activity
comments and is especially useful during
sheets, research projects, photographs of
conferencing, interviews, or individual
projects, as well as other written material. Use
student presentations.
the portfolio to reflect the student's growth in
Performance Assessment scientific literacy over the school year. Black line
masters are included to organize the portfolio
Performance assessment is a planned,
(science portfolio table of contents on page 20
systematic observation and is based on students
and the science portfolio entry record on
actually doing a specific science activity.
page 21).
• rubrics: To assess students' performance
Note: In each unit of Hands-On Science,
on a specific task, rubrics are used in
suggestions for assessment are provided for
Hands-On Science to standardize and
several lessons. Keep in mind that these are
streamline scoring. A sample rubric and merely suggestions. Teachers are encouraged to
a black line master for teacher use are use both the assessment strategies presented
included on pages 14 and 15. For any here in a wide variety of ways and their own
specific activity, the teacher selects five valuable experience as educators.
criteria that relate directly to the
expectations of students for the specific
11
Date:
Anecdotal Record
Purpose of Observation: _
Student/Group Student / Group
Comments Comments
Student / Group Student / Group
Comments Comments
Student/Group Student / Group
Comments Comments
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Unit 1
Maintaining a
Healthy Body
Books for Children
Asimov, Isaac. Breakthroughs in Science. Ontario Science Centre. Scienceworks: 65
Boston: Houghton Mifflin, 1960. Experiments That Introduce the Fun and
Wonder of Science. Reading, MA:
Canadian Living's Best Kids in the Kitchen.
Addison-Wesley, 1986.
Toronto: Madison Press, 1998.
Parker, Steve. Skeleton. Eyewitness Series.
Cobb, Vicki. Science Experiments You Can
New York: Knopf, 1988.
Eat. New York: HarperCollins, 1994.
___ . How the Body Works. Reader's
Cole, Joanna. The Magic Schoolbus: Inside the
Digest Book. London: Dorling Kindersley,
Human Body New York: Scholastic, 1989.
1994.
Editors of Owl Magazine. Kitchen Fun.
Seuss, Dr. Oh, The Thinks You Can Think!
Boston: Little, Brown & Co., 1998.
New York: Beginner Books, 1975.
Fascinating Facts: Human Body Encyclopedia
Stein, Sara. The Science Book. New York:
Britannica Publications, 1992.
Workman, 1979.
Gelman, Rita Golden. Body Battles. New York:
Taylor, Kim. Structure. Flying Start Science
Scholastic, 1992.
Series. New York: John Wiley & Sons,
Haslam, Andrew. Body. Make-it-Work Series. 1992.
Chicago: World Book/Two-Can, 1998.
The Human Body. Eyewitness Visual
Ingram, Jay, and Sylvia Funston. A Kid's Guide Dictionary. London: Dorling Kindersley,
to the Brain. Toronto: Greey de Pencier 1991.
Books, 1994.
VanCleave, Janice. Biology for Every Kid: 101
Levine, Shar, and Allison Grafton. Einstein's Experiments That Really Work, New York:
Science Parties: Easy Parties for Curious John Wiley & Sons, 1990,
Kids. New York: John Wiley & Sons, 1994.

Web Sites
• www.hc-sc.gc.ca • www.kidshealth.org/
Health Canada Online: Click on For teachers, parents, and students from
"Education" to find modules on topics such the Nemours Foundation, a nonprofit
as nutrition, self-image (Media Literacy and organization devoted to children's health.
Young Women), active living, and much Students can enter "For Kids" and find
more. Under "Food and Nutrition" you will articles on "Dealing with Feelings," "Staying
find Canada's Food Guide to Healthy Healthy," "My Body," "Growing Up," and
Eating. much more. With fun features and
interactive activities.
• www.canadian-health-network.ca
Health Canada: A national network of • www.innerbody.com

health information providers. Covers An excellent interactive site that includes
numerous health topics from environmental animation, images, and descriptions of the
health to relationships. Includes frequently skeletal, digestive, muscle, and
asked questions about health. cardiovascular systems.
• www.scoreone.com/kids _kitchenl • www.lung.ca

index.htm
Canadian Lung Association: All about
Kids Kitchen: Hundreds of recipes with respiratory health - includes pages on
"slurp" appeal by real kids. Add your own "Learning About Lungs"; specifically for
recipe and it may be chosen Creation of children and teachers.
the Month. Ages 5 and up.
• www.tctrail.ca/trail.htm
• www.cpma.ca/english/m_mmonline.html
Explore the Trans Canada Trail:
Mighty Munchers: Kid stuff from the Approximately 16 000 kilometres, it is the
Canadian Produce Marketing Association. longest trail of its kind in the world. The
Hosted by friendly fruits and veggies, Trans Canada Trail preserves and protects
with lots of jokes, puzzles, and games. the environment and promotes physical
(Order newsletters for your class at fitness and well being. Includes a history,
613-226-4187.) Ages 6-12. maps, Trail trivia, and library.
• www.library.advanced.org/15813
La Casa de Com ida: Make a battery from a

lemon. Learn how we digest food. Discover
the secret history of chocolate. This "House
of Food," with its how-and-why approach,
is a great resource for school projects. One
section is devoted to body image and
eating disorders. Ages 11 and up.
Unit 1 • Maintaining a Healthy Body 25

Introduction
The focus of this unit is the human body, Materials Required for the Unit
its various systems, and the care of each
Classroom: chart paper, markers, water,
system. Students will investigate these
Plasticine, tape, scissors, masking tape, paper
systems, explore ways to maintain them
(for making labels), overhead pens, paper
through proper nutrition and exercise, and
fasteners, 30-cm rulers, single-hole punchers,
relate this knowledge to technological and
construction paper, pencils without eraser
lifestyle considerations such as medical
tops, paper clips (plastic coated), student
advances and media influences. Throughout
journals, pencil crayons, mural paper, art
the unit, students will be building models,
paper, clipboards
conducting research, role-playing, and
conducting interviews. Books, Pictures, and Illustrations:
word-splash list, diagram of digestive system
Collect references for personal and student
(included), diagram of urinary system
use in advance (see References for Teachers
(included), reference materials about the
and Books for Children). The lessons rely on
human body, diagram of sample model of
these resources. A good dictionary of
digestive system (included), reference materials
biological terms is especially useful.
on the digestive system, diagram of circulatory
Contact local health-care organizations and system (included), diagram of respiratory
government departments (see Health Care system (included), reference materials on the
Information) well in advance so the materials respiratory and circulatory systems, chart for
will be available when needed. The supply of recording results of lung capacity investigation
materials on the human body is endless - do (included), diagram of skeletal system
not forget to check at your local clinic, nursing (included), diagram of muscular system
station, and drugstore. (included), diagram of the brain (included),
diagram of the nervous system (included),
Science Vocabulary On, The Thinks You Can Think (a book by
Dr. Seuss), graph paper (included), illustration
Due to the extensive nature of the vocabulary in
showing "perils of pop" (included), chart to
this unit, terms are suggested within the context
calculate skin area (included), sample of action
of each lesson and in the overhead diagrams of
hero activity sheet (included), reference
the body systems. Students are able to make
materials about how the body fights illnesses
more sense of unfamiliar words through hands-
and injuries, Canada Food Guide (several
on experience. If you attach a "pancreas" to a
copies), overhead of nutritional panels from
model of the digestive system, for example,
cereal boxes, illustrated grocery store flyers,
students have more incentive for finding out
food magazines, reference materials on
about the organ than they would if you just gave
nutritional elements, cookbooks for children,
them the word pancreas. In the same way,
KWL activity sheet
having students construct the lever action of
muscles and bones in the arm is far more Note: The diagrams of the human body systems
for use as overheads are designed so that they
motivating than having them merely learn the
can be overlayed. This allows students to see how
names of muscles and bones in the arm.
systems in the body relate to one another.

Household: cereal boxes (empty), food transparent container or aquarium, 2S0-ml
preparation utensils measuring cup, model of human skeleton,
broom handle, empty tin cans, safety pins,
Equipment: overhead projector, calculators,
slides of cover slips, slides of onion skins,
stopwatches, microscopes
whole onions with skins, knife, commercially
Other: water jugs, food colouring, plastic prepared slides of human skin cells, razor
tubing or "crazy" drinking straws, funnel, clear blade or X-Acto knife, paper plates, paper
plastic pop bottles (various sizes), string, film cups, napkins, aprons or old shirts, food items
canisters (empty), juice boxes (empty), plastic (selected by students)
bags, old inner tubes, paper rolls, large boxes,
cardboard, elastic bands, paper scraps,
balloons, vocabulary cards (included), rope,
pails, red balls, blue balls, pylons, large

1 The Human Body: An Introduction
Materials Now divide the class into working groups.
Provide each group with an activity sheet
• chart paper
(depicting a KWL chart). Have the students
• markers
brainstorm and record what they know about
the human body in the first column. In the
Activity
second column, have them record what they
Explain to students that they are going to learn would like to know about the human body (this
about the human body and how to care for it. should be done in the form of questions).
Have students brainstorm all they know about
Note: As students learn more about the human
the human body, using a word-splash strategy.
body throughout the unit, they can complete the
As students suggest words associated with the
third column of the activity sheet.
human body, record the words randomly on
chart paper. Activity Sheet
Directions to students:
Complete the first two columns of the KWL

chart. In the first column, record what you
know about the human body. In the second
column, record questions to show what
you would like to know about the human
body(1.1.1).
Following this activity, display the word-splash

in the classroom. Use it throughout the unit,
and add new words to the chart as they are
introduced in subsequent lessons.
Note: This word-splash is used in the unit's

concluding lesson. It can help you assess what
your students know about the human body.
Theword-splash can also help students map
out where this unit is taking them and will serve
as a reference for them when new topics are
investigated.
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2 The Digestive and Urinary Systems
Science Background undigested residues to feces. Coiled, it is
Information for Teachers much longer than we are tall (about 8 metres in
a man). The small intestine contains mucus
The digestive system is also known as the
and enzyme-secreting glands. The ducts of the
alimentary canal, or gut. It starts at the mouth
liver and pancreas are also found here. Feces
and ends at the anus, so the excretory system
are prepared and stored in the large intestine.
for solid wastes is considered part of the
digestive system. Specific organs do specific Duodenum: first part of small intestine. It leads
jobs as food is moved through this system by out of the stomach at the pyloric-sphincter,
involuntary muscles. This action is called and receives digestive enzymes and bile
peristalsis. Enzymes secreted by specific through pancreatic ducts.
glands help break down food into usable
Bowel: another name for the lower part of the
nutrients that are passed through the
intestines
semi-permeable membrane of the intestines.
These nutrients are carried to other parts of Rectum: terminal part of the intestines just
the body by the blood. The urinary system is before the anus
interconnected with the digestive system, so
Anus: exterior end of alimentary canal through
both systems are presented in the lesson.
which undigested remains of food pass
The main parts of the digestive and urinary
Peritoneal cavity: cavity that contains the
systems are:
organs of the digestive system
Mouth: beginning of the digestive system
Mesentery: the layer of tissue that attaches
Teeth: break down food into smaller pieces the small intestine to the peritoneal cavity
Salivary glands: secrete saliva into the mouth Kidney: excretory organ for water-based
in response to the presence of food and products (urine) consisting of nephrons
provide lubrication for swallowing connected to the blood system
Esophagus: located between the mouth and Bladder: sac for storing urine
stomach, it passes food along by peristalsis Ureter: duct leading from the kidney to the
Stomach: an enlargement of the first part of bladder
the gut. It has muscular walls that churn food Urethra: duct from bladder to exterior
and a lining that secretes digestive enzymes
(pepsin, hydrochloric acid), or gastric juices. Gall bladder: located near the liver. It stores
bile between meals and secretes bile into the
Liver: gland that opens into the gut and aids in alimentary tract when it is needed to help
digestion by secreting bile and storing blood digest fat.
sugar
Appendix: small nonfunctional jog at junction
Pancreas: gland near the duodenum. It of the small and large intestines
secretes digestive enzymes and the hormone
Note: Prior to this lesson. make a simple model of
insulin (which go into the blood stream).
the digestive system (see page 31).
Intestines: the site of practically all absorption
of products of digestion and of conversion of

2
Materials
• word-splash chart from previous lesson
• chart paper
• markers
• diagram of the digestive system (included)
(Make an overhead transparency of this
sheet.) (1.2.1) ft,ASTlc: lIJ8/1J6- or< STRAW
• diagram of the urinary system (included)

(Make an overhead transparency of this Activity: Part One
sheet.) (1.2.2)
Review the word-splash chart. Focus on
• overhead projector those words that relate to digestion. Ask the
• jug of water students:
• food colouring
• What do humans need in order to live?
• reference materials about the human body
• What do we need food for? (energy)
• model of the digestive system (see below)
• What happens to the food that we eat?
Materials needed for digestive system model:
Introduce the term digest and define it as the
• flexible clear plastic tubing or a "crazy" process of turning food into energy for the
drinking straw human body. Ask:
• funnel (to fit the tubing)
• What parts of your body are used to digest
• Plasticine food?
• clear plastic pop bottle • What happens to the materials not used by
• tape your body to digest food?
• scissors
During the discussion, make a vocabulary list
1. Cut a small hole on the bottom of the pop of body parts and terms that relate to the
bottle large enough for the tubing or straw digestive system on chart paper. Ask:
to fit through.
• Why is it important to know about the
2. Insert the tubing into the hole and allow it digestive system?
to bend and twist around inside the bottle
Display the simple model of the digestive
(you may have to partially cut off the
system, and have students examine the model.
bottom of the bottle to position the tubing,
Ask:
then tape it closed again).
• How is this model like part of the human
3. With Plasticine, secure the end of the body?
tubing to the mouth of the pop bottle. Tape • What does the funnel represent? (mouth)
the other end of the tubing securely to the
• What role do the teeth play in digestion?
bottom of the pop bottle.
• What does the tube represent? (esophagus,
4. Insert a funnel into the tubing, or tape it in stomach, intestines)
place around the tubing. • What does the bottom opening of the tube
represent? (rectum/anus)
Record these terms on the chart paper.

2
Add food colouring to the jug of water and Activity Sheet
pour the coloured water into the "mouth" of
the model of the digestive system. Relate this
process to the digestive system of humans. Draw diagrams and explain how each body
part plays a role in the digestive and urinary
Display the overhead of the digestive system.
systems (1.2.3).
Review the parts of this system and the
process of digestion. Focus especially on the
Extension
mouth, teeth, esophagus, stomach, intestines,
rectum, and anus. Investigate organ transplant surgeries that
allow people a second chance at life through
Following this discussion, ask: organ donations such as kidneys and liver.
• How does the body rid itself of liquid Contact your provincial organ donation
waste? program for information and guest speakers.
Display the overhead of the urinary system. Assessment Suggestions

Review the parts of this system and the
• Observe students as they work together in
process of ridding the body of liquid waste.
a group to conduct their research. Use the
Divide the class into working groups. Provide cooperative skills teacher assessment
each group with an activity sheet and reference sheet on page 17 to record results.
materials on the human body. Have the students
• Have students complete the cooperative
use the resources to complete the activity sheet.
skills self-assessment sheet on page 19
to reflect on their ability to work together.

The Digestive System
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Date: Name: ----------
The Digestive and Urinary Systems
Body Part Diagram Role
Teeth
Mouth
Esophagus
Stomach
Intestines
1.2.3 - 35
Body Part Diagram Role
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Designing and Constructing
3 Models of the Digestive System
Materials Note: Be sure to include the mouth, teeth,
esophagus, stomach, intestines, rectum, and anus,
• overhead transparencies of digestive and Other body parts, such as the pancreas and liver,
urinary systems (from lesson 2) may be optional.
• model of digestive system (from lesson 2)
Now discuss what materials students could
• diagram of a sample model of the digestive
use to represent each part of the systems.
system (included) (Make an overhead
For example:
transparency of this sheet.) (1.3.1)
• overhead projector Mouth: paper cup
• chart paper Teeth: thumbtacks in paper cup
• markers Esophagus: tubing
• reference materials on the digestive system Stomach: plastic shopping bag
Intestines: larger tubing or paper towel tube
• materials identified by students for
constructing models (e.g., tubing or thick Rectum: small sandwich bag
string, different sizes of empty plastic pop Anus: elastic band
bottles, empty film canisters, clean empty Record students' ideas in the second column
juice boxes, plastic bags, old inner tubes, of the chart. Display the overhead of the
paper rolls, large boxes, pieces of sample model of the digestive system to
cardboard, elastic bands, paper scraps, encourage students' ideas and to give
balloons, scissors, masking tape) examples of ways students can put their
models together.
Activity
Divide the class into working groups. Provide
Display the overheads of the digestive system
each group with reference materials and an
and urinary system. Encourage students to
activity sheet. Have students use the sheets
describe, in their own words, how the human
as a guide for designing and constructing their
body digests food and rids itself of waste.
models of the digestive system.
Now display the model of the digestive system
Following construction of the models, have the
used in lesson 2. Ask:
groups present their final products.
• What parts of the digestive system are
Models can be stapled on bulletin boards,
shown in this model?
mounted on a life-size cardboard or paper
• What parts are missing? silhouette of the body, or placed inside a
Explain to the students that they will be making cardboard box to show how these systems are
their own detailed models of this system. Title contained within the peritoneal cavity.
a sheet of chart paper Model of the Digestive
System. Divide the sheet into two columns: Activity Sheet
Body Part and Material. As a class, come to a Directions to students:
consensus on all the parts students must
Design and construct your model of the
include in their models, and those parts that
digestive system, using the sheets as a
are optional. Record these in the first column
guide (1.3.2).
of the chart.
Unit 1 • Maintaininga Healthy Body 37

3
Extensions Assessment Suggestion
• Research illnesses of the digestive system As a class, determine criteria for evaluating the
(e.g., heartburn, ulcers, diverticulitis). Have models of the digestive system. These may
students focus on why these illnesses include:
occur and how they can be remedied • completeness
through healthy eating, lifestyle, and
• clear labels
medical intervention.
• description of the function of each body
• Have students find out what happens to part (orally or in writing using the activity
human waste products (solid and liquid) sheet)
after they leave the body. Visit a local • innovation, creativity
waste disposal/water treatment plant to • clear oral presentation
learn more about this process. Resource
List these criteria on the rubric on page 15
materials and guest speakers may also be
and record results.
available through your local municipality's
Water and Waste Department.

Sample Model of Digestive System
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1.3.1 - 39
Date: Name: ----------_
Designing and Constructing a

Model of the Digestive System
1. List the body parts that will be included in your model. Explain
the function of each part.
2. Draw a labelled diagram of your model. Include the body part

and the material you will use to represent that body part.
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3. List all materials you will need to construct your model:
4. Construct your model.
5. Use the model to explain how food is digested in the human

body and how the body rids itself of waste.
6. Describe what is good about your model.
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4 The Respiratory and Circulatory Systems
Science Background the body. Veins pick up deoxygenated blood,
Information for Teachers now carrying carbon dioxide, and transport it
back to the heart and onto the lungs.
The primary function of the respiratory system
is to supply the blood with oxygen. The blood Capillaries: the small connecting "roads"
then delivers oxygen to all parts of the body. between arteries and veins that convey blood
throughout almost all body tissues. The
Respiration is the metabolic process in which
capillary walls allow smaller molecules of water
oxygen releases the energy in food (glucose)
and salt in and out of the tissues. (Look in the
and oxidizes it to carbon dioxide.
corner of an eye to see capillaries.)
Circulation is the process of moving blood to
Blood: made up of red blood cells, white blood
and from the heart through the blood vessels
cells, and platelets. Red cells contain
of the body.
hemoglobin, which transports oxygen from the
The interplay between respiration and lungs to all body tissues. White cells are
circulation makes them easy to deal with essential in fighting bacteria and are part of the
together. Blood is the main "player" in the immune system. Platelets help wounds or cuts
functioning of both systems. Remember that clot (stop bleeding).
waste products are part of these systems also
Spleen: found near the stomach. Its main
- carbon dioxide is expelled in respiration, and
function is defending the bloodstream against
dead blood cells are absorbed by the spleen in
invading organisms and removing red blood
circulation.
cells at the end of their life.
Blood is the transporter of nutrients and
Trachea: the "windpipe," a single tube leading
wastes for the digestive, muscular, skeletal,
from the throat to the lungs, where it branches
urinary, excretory, and circulatory systems.
in two
The routes blood takes from the heart connect
all parts of the body, and, thus, all systems. Lungs: the two organs for breathing air.
The adult human body contains about 4-5 The lungs are not identical - the right lung has
litres of blood. three lobes, the smaller left lung has two lobes.
Each lung contains alveoli, tiny air sacs
The main parts of the circulatory and
surrounded by blood vessels. It is through
respiratory systems are:
surfaces of the alveoli that the respiratory
Heart: the fist-sized mass of muscle, tendons, exchange of oxygen and carbon dioxide (a
valves, and veins in which blood enters is waste product) takes place. There are about
oxygenated by the lungs, and then is circulated 350 million air sacs in a healthy lung.
throughout the body
An adult uses about 16 kilograms of air every
Pericardium: the tough bag that encases the day. Every human has a different breathing rate
heart and anchors it within the rib cage to the and a different lung capacity - what is natural
breastbone for one person may not be natural for another
person. However, large lung capacity is one
Blood vessels: carry blood throughout the
indicator of a healthy body. If the lungs are
body. The two main types of blood vessels are
exposed to pollution (e.g., cigarette smoke)
arteries and veins. Arteries carry oxygenated
blood from the lungs to the tissues throughout

4
over time, they lose their ability to absorb Record the students' ideas on a piece of chart
oxygen from the air and expel carbon dioxide. paper titled The Circulatory System.
Repeat this process with the respiratory

Materials
system: review what students already know
• diagram of the circulatory system (included) and record their ideas on a piece of chart
(Make an overhead transparency of this paper titled The Respiratory System.
sheet.) (1.4.1)
Note: This diagram labels veins on one side and each group with a vocabulary card and an
arteries on the other side of the body. In reality,
activity sheet. Explain that each group has a
veins and arteries are found throughout the body.
word related to the respiratory and/or the
The diagram is presented in this way merely for
labelling purposes and to clearly identify veins and circulatory system. It is the responsibility of
arteries. each group to record what its members
already know about this term and to find five
• diagram of the respiratory system
new or interesting facts about this term. Take
(included) (Make an overhead transparency
time to model for the students by using one
of this sheet.) (1.4.2)
of the organs from the digestive or urinary
• overhead projector
system. For example:
• vocabulary cards (included) (These may be
copied, cut out, and mounted onto stiff • I know the liver is important for digesting fat.
cardboard.) (1.4.3) • I know the liver helps to remove harmful
• chart paper poisons and drugs from the body.
• I know the liver stores blood sugar.
• rope
• 4 pails • I learned the liver stores vitamins A, D, E,
• red balls K, and 812.
• blue balls • I learned the liver keeps the body at a
constant temperature by warming the
• 4 pylons
• paper (for making labels) blood as it is passing through it.
• markers Provide the groups with the supply of

• reference materials on the respiratory and reference materials and plenty of time to
circulatory systems access information.
Activity: Part One Following this research, have each group

report back to the class, explaining what it
Display the overhead of the circulatory system.
has learned about the term.
Review what the students already know about
this system. Ask:
Activity: Part Two
• What is the circulatory system? In a large space such as the gym or
• What does the word circulate mean? playground, set up a model of the circulatory
• What circulates in our bodies? and respiratory systems. You will need:
• What is the main body part or organ in the
circulatory system? • rope
• 4 pails
• How does blood circulate from the heart
throughout the body? • red balls

4
• blue balls To begin the activity, have students pick up a
• 4 pylons red ball (to represent oxygenated blood cells)
• paper (for making labels) from the lungs station, move to the heart via
the pulmonary vein, then down to the body
• markers
tissues and organs via the arteries. As they
1. Position a piece of rope into a heart shape. move, have them bounce the balls to represent
Label this heart. the blood pumping and flowing through the
2. Use another piece of rope to represent the . body. This part of the circuit shows the
lungs. Label this lungs. movement of oxygenated blood from the
lungs, along the pulmonary vein to the heart,
3. Place two large pails inside the "lungs." Fill then along arteries to tissues and organs. At
one pail with red balls and leave the other the body tissues and organs station, have
pail empty. students exchange red balls for blue balls to
represent the body's use of the oxygen in the
4. Use another rope to represent the body
blood. They then move back toward the heart
tissues and organs. Label this body tissues
along veins, and onto the lungs along the
and organs. Place two pails inside this
pulmonary artery. At this point, they then
rope. Fill one pail with blue balls and leave
exchange blue balls for red balls, which
the other pail empty.
represent the lungs oxygenating the blood.
5. Place two pylons half way between the They then repeat the cycle.
"lungs" and the "body tissues and organs."
Have students discuss the process as they
Label one pylon veins and the other pylon
conduct this activity. Encourage them to focus
arteries.
on the path that blood takes, as well as on the
6. Place two pylons between the "lungs" and oxygenation of blood and the use of this
the "heart." Label one pylon pulmonary oxygenated blood.
vein and the other pylon pulmonary artery.
Activity Sheet
Use the sheet to record information you find

on the term you are researching (1.4.4).
Activity Centre
Provide materials such as tubing, bags, boxes,
elastic bands, pop bottles, and so on. Challenge
students to make models of the circulatory
system, respiratory system, or parts of these
systems. Provide students with reference
materials to assist them with this task
(e.g., Body by Andrew Haslam).

4
Extensions • Have students turn the facts they have
gathered about body system parts into
• Make additional challenge vocabulary
stories. You may want to use the Reader's
cards with terms for students to research.
Oigest article, "I Am Joe's Heart" as a
These may include terms such as alveoli,
model.
oxygenate, atrium, ventricle, capillaries, and
nutrients. • Use a Word Cycle as a review. Have
students use the vocabulary cards to
• Divide the class into two or three groups
create the word cycle (see example below):
(the number of groups will depend on class
size and/or the number of vocabulary
words you have chosen for review). Give
each group a set of vocabulary cards and
have students string all the cards into a
continuous description of the system(s).
Model this process for students, using the
digestive system as an example:
Teacher: Food enters the body through the

mouth.
Student: The food is chewed by the teeth.
Student: Saliva moistens the food.
Teacher: The food moves down the
esophagus.
Student: The stomach is the first place
food rests and where the digestion process
begins ...

The Circulatory System
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1.4.3 - 49
Date: Name: -----------
The Respiratory and Circulatory Systems

Let's find out about the ----------------
Things we know already:
1.
2.
3.
4.
5.
Interesting facts we found out:
1.
2.
3.
4.
5.
Diagram:
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Resources we used: -----------------
50 - 1.4.4
Investigating the Respiratory
5 and Circulatory Systems
Materials Display the clear container. Ask:
• chart for recording results of lung capacity • If you fill this container with water and
investigation (included) (Make an overhead place your balloon into it, what will happen
transparency of this sheet.) (1.5.1) to the water?
• overhead projector • How can this be used to measure lung
• permanent and nonpermanent overhead capacity?
pens
Solicit ideas from students on how to calibrate
• large transparent container or unused
aquarium the container to keep track of the amount of
water displaced by the balloons. Place a strip
• masking tape
of tape up the side of the container. Use the
• water
measuring cup to fill the container and mark,
• 250-ml measuring cup
with the permanent pen, each 250 ml added.
• balloons (2 for each student)
Fill the container at least half full, ensuring that
• calculators
it is full enough to allow the balloons to be fully
• stopwatches
submerged, but not too full that the water wi"
overflow.
Activity: Part One
Note: This is a teacher-directed activity. It Have students sit and count the number of
correlates well with the concept of averaging in breaths they take in a one-minute period.
mathematics. Record the results on the overhead chart. Ask:
Have the students breathe deeply in and out. • What is the average number of breaths
Ask: drawn by our class in a one-minute period?
(calculate this as a class, using calculators)
• What happens in the lungs as you breathe
in? (oxygen enters the body) Now focus the students' attention on the water
• What happens as you breathe out? level in the container. Ask:
(carbon dioxide leaves the body)
• What is the water level marking now?
• What do you think the term lung capacity
means? • What will happen to this water level when
your balloon is submerged in the water?
Elicit ideas from students, then explain that
• How much do you think the water level
lung capacity refers to the amount of air that
will rise when your balloon is submerged
the lungs can hold. Ask:
in the water?
• Do you think all humans have the same
One at a time, have students place their
lung capacity?
balloons into the calibrated container of water.
Tell students they will be measuring and Each time, observe how much water is
recording lung capacity by blowing air into a displaced by the balloon. Calculate the lung
balloon and measuring the volume of air in the capacity by subtracting the original water level
balloon. Provide each student with a balloon. from the level when the balloon is submerged.
Have the students stretch the balloons, then Record these results on the overhead chart.
blow them up and release them several times
to stretch the rubber. Now have the students
take a deep breath, blow into the balloons
once only, and tie them shut.

5
Note: This activity will provide a reading of lung Note: Exercise reduces lung capacity because a
capacity. It will not be entirely accurate, however, person is breathing harder and using more
because the air inside the balloon will be under muscles. As the muscles are worked, they become
some pressure from the water. This will press the tired and the person is unable to fill the lungs to the
air molecules closer together and slightly reduce same degree. Long-term exercise (cardiovascular
the volume of air in the balloon. activity) strengthens muscles involved in breathing.
It is, therefore, possible to increase lung capacity
Following this investigation, challenge students through long-term cardiovascular exercise.
to use the data gathered to calculate the
average lung capacity for the class (allow use Following this discussion, have students
of calculators). complete activity sheet A.
Activity: Part 1\No Activity: Part Three

Discuss factors that might affect lung capacity. Focus on the effects of exercise on the heart.
Ask the students: Ask the students:
• 00 you think you have the same lung • What do you think happens to your heart
capacity as an adult? when you exercise?
• What things might affect lung capacity? • Could you feel your heart beating after
(exercise, size, health, smoking) doing the toe touches?
• How do you think exercise might affect • Was it beating faster or slower?
your lung capacity? • Why do you think your heart was beating
faster?
Have students touch their toes thirty times,
then count how many times they breathe in Show students how to take their pulse: Place
one minute. Record this data on the chart. your fingers on the underside of your wrist.
Ask: Count the number of beats you feel in ten
seconds. Make sure you give students time
• What do you think your lung capacity will to find and practice reading their pulse.
be after doing more toe touches?
Give each student another balloon. Before they each group with activity sheet B and a
blow the balloons up, have them stretch the stopwatch. Have them use the sheet as a
balloons so that the rubber is more flexible. guide to investigate their heart rates.
Have each student do another thirty toe
touches, then take in a deep breath and blow Following this activity, have students discuss
up another balloon. Record how much water is the results, focusing on how their heart rate
displaced by each balloon and compare this changed after exercise. Explain that when you
with the first trials. Again, calculate the class exercise, your body's muscles need more
average. Ask: oxygen and, therefore, more blood to carry
this oxygen. The heartbeat speeds up to pump
• How did exercise affect your lung more blood to the muscles.
capacity?
5
Activity Sheet A Give each student a straw. Have one
student place a straw inside the tubing and
hold it securely to form a seal between the
Draw a labelled diagram of your lung capacity straw and the tubing. Now have the
investigation. Answer the questions (1.5.2). student take a deep breath and blow into
the straw. Measure the amount of water
Activity Sheet B displaced and record this on the chart.
Directions to students: Continue this process for all students.
Note: The jar does not have to be refilled after
Use the chart to record your investigation with
each student blows through the straw. As long as
heart rates. Answer the questions (1.5.3).
you note the calibrated marking before each
student conducts the investigation, you can
Extensions determine water displacement.
• Lung capacity can be measured by blowing • Challenge students to find out, through
through a tube to displace water, as in the research, why they yawn when they are tired.
diagram below. You will need:
• large pickle jar with lid Note: When tired, the body slows down and
muscles do not work as hard to expand the lungs
• water
and intake oxygen. As a result, the brain triggers
• large basin the body to take in more oxygen by yawning.
• 3 or 4 stones
• measuring cup • Research the importance of exercise to
• masking tape healthy lungs and heart. Consider inviting
• permanent markers your physical education teacher or other
fitness expert to present to the class.
• rubber tubing
• straws (one for each student) • CAN WALK: Encourage daily individual and
Fill a large pickle jar with water. Calibrate it group cardiovascular fitness by implementing
with each 250-ml of water added. Fill the a walk-across-Canada initiative or a Trans
jar completely with water. Place three or . Canada Trail walk. Using maps of Canada or
four flat stones into the basin. Use the lid the web site for the Trans Canada Trail,
of the jar to invert the full jar into the basin, calculate the distance from one coast to the
which should be about 3/4 filled with water. other. Set this distance as a class goal.
Remove the lid and rest the inverted jar on Measure distances in the community and
the stones. This allows a space under around the school (e.g., 1 km to and from
which to insert the rubber tubing. school, 0.5 km to the park; 3 laps around the
school = 1 km). Set up a large chart in the
classroom for students to record the'
distances they walk each day. Keep a
running total and work toward the goal of
walking the distance across Canada. Make
predictions on how long the journey will take.
Encourage students in other rooms to
participate in this activity.

5
• Research the effects of smoking on the • Investigate organ transplant surgeries of
lungs and heart. the heart and lungs. Information and guest
speakers are available through the
• Have students look at magazine
provincial organ donation program.
advertisements for cigarette companies.
Focus discussion on how these • Research common respiratory illnesses
advertisements glamourize smoking. such as colds, bronchitis, pneumonia, or
Challenge students to design pollen and dust allergies. Have students
advertisements for the Canadian Lung identify causes, preventative measures,
Association that will discourage people and remedies. Contact local public health
from smoking. offices or medical clinics for information
and guest speakers.
• Have students research the causes of heart
attacks and strokes, as well as ways that
Assessment Suggestion
healthy living can reduce the possibilities of
these occurring. Contact your local Heart Conference with students individually. Have
and Stroke organization for information, them use the diagrams of the respiratory
videos, and guest speakers. Students may system and circulatory system to explain how
also want to investigate medical these systems work in the human body. Use
technologies that can help people who the individual student observations sheet on
have been affected by heart attacks and page 13 to record results.
strokes (e.g., bypass surgery).

Measuring Lung Capacity
Lung Rate of Lung

Resting Rate Capacity:
Capacity: Breathing After
Student of Breathing Water
Water Exercise
(Breaths/Minute)
Displaced (ml) (Breaths/Minute) Displaced (ml)
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Date: Name: ------------
Lung Capacity
Draw a labelled diagram showing how you measure lung
capacity.
1. What was your lung capacity? _
2. What was the class average for lung capacity?
3. How did exercise affect your lung capacity? _
4. What other things might affect a person's lung capacity?
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Investigating Heart Rate
Number of Number of
Heart Rate Heart Rate
Beats in Beats in
Student per Minute per Minute
10 Seconds 10 Seconds
(Resting) (After Exercise)
(Resting) (After Exercise)
1. What effect did exercise have on your heart rate? _
2. Why do you think this happened? _
3. Calculate the average resting heart rate for your group. Show
your work.
1.5.3-57
6 The Skeletal and Muscular Systems
Science Background Cardiac: the heart, a combination of skeletal
Information for Teachers and smooth muscles that never tires and,
therefore, needs the great amount of regular
Bones are made up of protein (organic) and
blood supply that flows through it. It consists
minerals (inorganic). They provide a structure
of involuntary muscles controlled by the
for the body's soft tissues and protect organs
like the brain (skull) and heart/lungs (rib cage). autonomic nervous system.
Bones grow and are physiologically changing Other useful terms:
constantly, exchanging minerals with the blood
stream and housing white blood cells that aid Antagonistic: term applied to pairs of muscles
in fighting certain diseases. producing opposite movements so that as one
contracts (pulls), the other must relax
Babies have more bones than adults; bones
fuse as growth occurs (such as the carpal Callus: the substance that grows to fill in a
bones in the wrist). Not everyone has the same gap in a broken bone
number of bones - some humans (about 1 in
Cancellous tissue: spongy bone with spaces
20) have an extra set of ribs, for example.
for blood vessels
Bones provide both support and a framework
for muscles to make the body move. The main Osseous tissue: hard compact bone with no
joints that show bone and muscle working spaces. Bones are made up of both osseous
together are: and cancellous tissue; the amount of each
depends on the bone type and its function.
Ball-and-socket: a spherical head (ball) fits
into a bowl-shaped cavity (socket). Examples: Marrow: a soft substance that fills the cavities
shoulder, hip of most bones
Hinge: move in only one direction (plane). Cartilage: skeletal tissue that is softer and
Examples: knee, elbow, fingers more bend able than bone, but is still strong.
Example: the nose framework
Saddle: two saddle-shaped bones fit together
snugly. Example: thumb Ligament: stretchy bands that hold bones
together in and around joints
Washer: gliding or sliding joint is a special
feature of the spinal column (backbone). The Tendon: cord or band of connective tissue
vertebrae are connected by flexible cartilage attaching muscle (usually) to a bone
that allows them to bend. Washer joints are
also found in the wrists and ankles. Periosteum: the covering of a bone
The main kinds of muscles found in the Materials

vertebrate body are:
• human skeleton model (small models are
Voluntary: a bundle of fibres that contract to available from science suppliers. If a model
move bones by pulling only is not available in your school, consider
borrowing one from a local middle or senior
Smooth: (automatic or involuntary) sheets of
fibres (rather than bundles) found in hollow school or through a museum outreach
organs such as blood vessels and the gut. program.)
These are controlled by the autonomic nervous
system and are not connected to bone.

6
• diagram of skeletal system (included) Have students discuss what they know about
(Make an overheads transparency of this bones in the body. Record their ideas on the
sheet.) (1.6.1) chart.
• overheads of the circulatory and respiratory
Display the skeleton model for discussion.
systems from lesson 4
Focus on how the skeleton is able to move. Ask:
• diagram of muscular system (included)
(Make an overhead transparency of this • How is this model made to move?
sheet.) (1.6.2) (fasteners, string or wires, depending on
• overhead projector the model)
• chart paper • How do you move?

• markers • What part of the body helps bones move?
• elastic bands Display the overhead of the muscular system.
• stiff cardboard Ask:
• paper fasteners
• What do you use your muscles for?
• 30-cm rulers
• How do muscles help bones to move?
• single-hole punchers
• scissors Using the model as an example, introduce
• broom handle students to the four types of joints: ball-and-
• thick string or rope socket, hinge, washer, and saddle. Explain
• clean, empty tin can with sharp edges that muscles attached to these joints allow
taped them to move.
Divide the class into pairs of students. Provide

Activity: Part One
each pair with the activity sheet, cardboard,
Display the overhead of the skeletal system. 30-cm ruler, a hole punch, paper fastener,
Title a sheet of chart paper The Skeletal elastic bands, and scissors. Have the students
System. Ask the students: investigate how muscles and bones work
together in a joint. Have them use the activity
• What is the skeletal system?
sheet as a guide.
• What is this system made up of?
• What are bones? Following this activity, discuss the role of
• How do bones help you? (protection and muscles and bones in body movement.
support)
• What would happen to your body if you
Activity: Part Two
had no bones inside of you? Using their models of the hinge joint, have
• Where are some of the organs you have students discuss and demonstrate how
studied so far in relation to the bones? muscles work in pairs. Now investigate how
• How does the skeleton protect your heart muscles work together to help move the body.
and lungs?
Tie a long piece of thick string to a broom
One at a time, overlay the overheads of the handle. Explain that the broom handle
circulatory and respiratory systems on top of represents a bone in the body. Ask a pair of
the skeletal system. Discuss how the skeletal students to keep the stick upright by each
system protects internal organs. tightly holding one end of the string and

6
pulling on it. Explain that the string and hinge. Use scissors to cut the paper cup
students represent muscles on each side of down so that the ball fits and rotates on
the bone. Challenge the two students to this "socket."
manoeuvre the handle into a tin can on
the floor.
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• Have students make a model of washer

joints: Cut several circular pieces of thin
sponge and punch a hole in the centre of
each. Tie a large knot at one end of a piece
of string. This string represents the spinal
cord. Thread a spool onto the string,
followed by a sponge circle. Repeat this
several times. The spools represent
vertebrae and the sponge represents
cartilage.
As the students are attempting this task, SffZ(Nv

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discuss how this model replicates the role of
muscles surrounding a bone. Ask:
• As one muscle moves toward the broom,

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Allow all students an opportunity to attempt

the broomstick challenge. Place the equipment
at an activity centre for students to try again
at a later time.
Activity Sheet
Construct a hinge joint, using the sheet as a

To add to the model and show how body
guide. Answer the questions (1.6.3).
systems work together, tie the top of the
string to an old light bulb that represents
Extensions
the brain.
• With a ball and a paper cup, have students
make simple models of a ball-and-socket

6
• Investigate what bones are made of by
Moving With Muscles
immersing a clean chicken bone into a jar
of vinegar (acid). Change the vinegar every Student Times/Trials
few days for 4-5 weeks. At the end of this Pair 1 2 3 4 5
time, the bone will be soft and pliable -
only the protein is left. Minerals, such as
calcium, have dissolved. Try this
investigation with bones from pork and beef
and draw comparisons.
Note: This is a dramatic demonstration of the

importance of calcium.
• Research the causes of osteoporosis and

how good nutrition and exercise can help
reduce this degeneration of the bones.
• Research how the technology of artificial Invite students to discuss their investigations.
limbs has allowed people to function better. Ask:
Contact the War Amps for resource
• Do you see improvement after several
materials and videos.
trials? What factors might affect this?
• Do you think muscles also improve with
Activity Centre
practice (exercise)?
• Have students repeat the broomstick • What are some examples of muscles
investigation, using pencils, thin string, and performing better with exercise?
bottle caps. As in the class activity, have
the students tie the string around the As an extension to this activity, have
pencil, then hold the ends of the string students graph class results.
while attempting to move the upright pencil • Students can continue their study of
so the point drops into the bottle cap. Have osteology by comparing and contrasting
the students measure how long it takes different vertebrate skeletons. Consider
them to accomplish this task. collecting models of skeletal systems of
different animals from a science supply
company, middle/senior school, or museum
outreach program. As an alternative, use
diagrams. Included here are diagrams of a:
• human (1.6.4)
• vole (1.6.5)
• frog (1.6.6)
• turtle (1.6.7)
• bat (1.6.8)
Encourage pairs of students to do several Students may use the activity centre sheet
trials and record times. Set up a large data (1.6.9) to record their observations.
chart at the centre.

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Date: Name: ------------
Joint Effort
Make a model of a hinge joint (knee, elbow). Construct your model,

using the diagram and instructions as a guide.
1. Cut 2 pieces of cardboard, 15 cm by 5 cm each.
2. On one end of each piece of cardboard, mark the centre point.
3. At this point, push a paper fastener through one piece of

cardboard and aHach it to the second piece of cardboard at
this same point.
4. Punch holes in both pieces of cardboard about halfway along

each side.
5. Cut the elastic bands to make two 12 cm strips.
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64 - 1.6.3
Answer these questions:
1. Which parts of your model represent the bones? _
2. Which parts represent muscles? _
3. What happens to the muscles when the joint is bent? _
4. What happens to the muscles when the joint is straightened?
5. Where do you think the commands to make your muscles

move come from? -----------------
6. (a) What do you think it would be like not to be able to move

the muscles in your legs and arms? _
(b) What might cause this to happen? _
~ 7. How do you think people who cannot move some part of their
I body (legs, arms, or both) manage to do their daily activities?
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Date: Name: ------------
Compare and Contrast Bones
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How are the bones of the --------- and

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7 The Nervous System
Science Background Some other useful terms are:
Information for Teachers
Axon: a long arrangement of nerve tissues that
Every part of the body is connected by a carries impulses away from the cell body to
network of nerves called the nervous system. other nerve cells and dendrites
Most larger (string-thick) nerves have names,
Dendrite: branching projections of a nerve cell
often taken from a nearby bone. The brain and
spinal cord make up the central nervous Ganglion (pl. ganglia): small solid mass of
system and the outer parts make up the nerve tissue, which occurs in central,
peripheral nervous system. peripheral, and automatic nervous systems
Nerve impulses are actually moving waves of Reflex action: involuntary, very fast response
electrochemical energy that pass along nerve to a stimulus. Examples: a blink, a knee jerk
cell membranes. Neurotransmitters pass the
signals across the synapses between two Myelin sheath: encloses larger nerve fibres
nerve cells. of vertebrates, made of extensions of
Schwann cells
The brain coordinates it all, and is a fascinating
organ in itself to study. We are learning so much Schwann cell: cells that enclose every nerve
about how the brain functions - the brain craves fibre of the peripheral nervous system (in
"feel good" emotions, novelty, and movement. vertebrates)
Becoming familiar with the brain is another way Synapse: where adjacent nerve cells contact
of becoming familiar with your students. each other; the place where the
Note: Eric Jensen's TeachIng With the Brain In electrochemical impulse crosses
Mind and Carla Hannaford's Smart Moves are
recommended professional reading resources. Materials
The main parts of the brain are the cerebrum, • diagram of the brain (included) (Make an
the cerebellum, and the brain stem. The brain overhead transparency of this sheet.) (1.7.1)
has many functions: controlling voluntary and • diagram of the nervous system (included)
involuntary activities, and thinking, memory, (Make an overhead transparency of this
emotion, and language. sheet.) (1.7.2)
• overhead projector
The thinking part of the brain is made up of the
• chart paper
two halves of the cerebellum, which are
• markers
connected by bundles of fibres. The brain's
• construction paper
wrinkled surface is made up of the cortex,
where most (but not all) thinking takes place. • safety pins
• stopwatch
The feeling part of the brain is made up of the
• 30-cm rulers
limbic system, which is also where memory is
• paper
located. (Hence the idea that cognitive and
• scissors
affective learning really cannot be separated.)
• graph paper (included) (1.7.4)
The automatic or reptilian part of the brain • KWL chart
takes care of all the functions we never "think" • Ot: The Thinks You Can Think, a book
about - like respiration and digestion. by Dr. Seuss

7
• model of a nerve bundle (Make this model Display the overhead of the nervous system
prior to starting the lesson: Wrap several (1.7.2). Focus on the brain and spinal cord,
pencils without eraser tops inside a piece which make up the central nervous system.
of paper. Each pencil represents a nerve. Explain that the brain and spinal cord work
The leads of the pencils represent axons, together with nerves throughout the body to
which carry impulses. The wooden part of control all organs and systems.
the pencil represents the sheath of each
nerve. The paper represents the outer Activity: Part Two:
sheath of the nerve bundle.) Getting the Message Across
This group activity models how a message
(impulse) from the brain travels to other parts
of the body.
Introduce the impulse action of the brain. Have

the students write out their full names on a
piece of paper. Ask:
Activity: Part One: Introducing
• What part of your body told you how to
the Nervous System
write your name?
Draw a KWL chart on chart paper. • What role does the brain play in this?
• What other body parts or systems were
What We Know What We Want What We
About the Brain to Know About Learned involved when you wrote your name?
the Brain About the Brain
Explain that messages from the brain travel to
other parts of the body along nerves. Display
the model of the nerve bundle. Identify the
axons as the paths that send messages.
Have the students stand in a line holding

hands. The first student in the line is the
"brain." Record the term brain on a piece of
construction paper and attach it to the student
with a safety pin. The last student in the line is
the "hand." Record the term hand on a piece
As a class, brainstorm what the brain is like
of construction paper and attach it to the last
and how it functions. Record students' ideas
student with a safety pin. Have another
in the first column of the chart. In the second
student act as the timer, using a stopwatch.
column of the chart, record questions about
When the brain says, "go," the timer starts
the brain that students would like answered.
the clock. The "brain" begins the sequence by
Display the overhead of the brain (1.7.1). squeezing the hand of the adjacent student.
Discuss its shape and parts. Ask: This student then squeezes the next hand, and
so on along the line until the "hand" feels a
• How do you think the brain sends squeeze and says, "stop." At this point the
messages to the rest of the body? timer stops the watch.
• To send these messages, what is the brain
connected to?

(
7
Discuss this activity, relating it to the way the Extensions
brain sends messages or impulses through
• Have students research different parts of
nerves. The message is sent when the brain
the brain and functions that these different
says, "go." The body reacts when the hand
parts of the brain perform.
says, "stop."
• Ask students: Do you think you can fool
Activity: Part Three: the brain? Record a list of colours on a blank
Reaction Time overhead sheet: red in red pen, blue in blue
pen, black in black pen, and so on. Have
Discuss the concept of reaction time. Ask:
pairs of students read the words to each
• How does your body react when you see a other.
fast-moving object, such as a soccer ball,
Write a second list of colours on the
coming toward your head? (You duck or
overhead: red in black pen, orange in blue
protect yourself with your arms.)
pen, blue in red pen, and so on. Have pairs
• Why do you react this way? (The eyes send of students read the words to each other.
a message to the brain. The brain then Ask:
sends a message back to the body telling
• What do you notice about reading
you to duck or protect yourself.)
these two lists?
Explain to the class that this is called a • Why do you think this happens?
reaction. Divide the class into pairs. Provide
Note: It is more difficult to read the second list
each pair with a 30-cm ruler, 2 activity sheets,
because the brain has "learned" the colours and
and graph paper. Have the students investigate uses them as a cue to reading the words.
reaction time using the sheet as a guide.
• Conduct activities to show how movement
Students should complete their own sheet.
can help us learn. Give the students these
examples:
Activity: Part Four:
How the Brain Works • Pat your head and rub your belly at the
same time.
Explore more about what the brain can do.
• Stand up. March in place, putting a
Start by reading Oh, The Thinks You Can Think
hand to the opposite knee or shoulder.
by Dr. Seuss to the students.
These exercises are called crossovers
Refocus students to the KWL chart from the and get the two parts of the brain where
first activity in this lesson. Ask: thinking occurs "talking to each other."
• Did anyone have questions about the brain These activities cause the brain's paths to
they think they can answer now? cross over and make more connections.
The activities can be done at any time to
Record responses in the third column of the help activate your brain.
chart.
• Emphasize the importance of water to the
Activity Sheet brain and body. The body needs water to
keep all cells hydrated, to help the kidneys
flush out toxins, and to keep the brain
Use the sheets to investigate reaction time (1.7.3). functioning optimally - it is the first organ

7
to show the effects of dehydration! This Letters
impairs thinking and learning.
• Have one student read out the letters
Propose that the students begin to keep on each line, one line at a time. Have
track of how much water they consume other students repeat them in the order
daily. Have the students design a simple given. Which is easier - remembering
recording chart for this activity. the numbers or the letters?
Have students write a letter to family • a cds

members about the "perils of pop" and • prcace
encourage them to track water intake instead. • mhnywxl
Establish a set time every day for students • tebricyo
to record water intake. Include yourself and Words
other adults in this routine, not only as
• Try the same with lists of words.
models but also as participants in seeking
healthier lifestyles. • play bush pillow
• man watch office bell
• Hit the Sack: Have students keep track of
• snow house cup child dog smoke
how much sleep they (and teacher) get
Sentences
nightly. Studies have found that our
thinking ability is reduced when we do not • Try sentences - make these up or copy
get 7-8 hours of sleep a night. Thinking them out of a book. Start with short
ability increases again when we make up sentences and work up to long ones.
with a good night's sleep. Read out a short sentence and have
someone repeat it. Work up to the long
• Explore the idea of memory by using one sentence. How does everyone do?
or two of the following exercises, or by
grouping students and distributing one Rhymes and Songs
exercise to each group. • Have students determine how long it
takes for them to learn a rhyme or
Numbers
poem. For example:
• Numbers are hard for most of us to
remember. Have one student read out If the groundhog
the numbers on each line, one line at a sees his shadow
time. Have other students repeat them on February two,
in the order given. six more weeks
.536413 of winter's cold
.3789648 is due .
• 53712152
The Porpoise
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I kind of like the playful porpoise
A healthy mind in a healthy corpus.
He and his cousin, the playful dolphin,
Why they like swimming like I like
golphin.
- Ogden Nash

7
Games
• Display a plate holding a variety of
objects (paper clip, ball, pen, Post-it
Note pad, toy, sticker, leaf, for example)
for one minute. How many objects can
the students remember? (They can
write them down.) Do they improve
with practice? What happens when
more objects are added?

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Date: Name: --------------
Reaction Time
Investigate how quickly you react in a "hand-eye" test.

Your partner is going to hold the ruler at the 30 em mark. Place your
hand just below the ruler. Now your partner is going to drop the
ruler without giving you any warning. Your job is to grab the ruler
between your index finger and thumb.
1. Predict at which mark on the ruler you will grab the ruler.
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Questions:
1. After several trials, what did you observe? _
2. What do you think is happening in your brain? _
3. What body systems are you using here? _
4. Give another example of an activity that involves reaction time.

Does practice improve reaction time in this activity? Explain.
5. Graph your results using the graph paper provided.
80 - 1.7.3
12
Have students focus on the role of heat in Extensions
cooking. Ask:
• Hold a food fair in your classroom. Have
• What are some of the different sources students work with their parents/guardians
of heat energy in the kitchen? to prepare family favourites or cultural
• What role does heat play in preparing dishes at home. Invite students to present
meals? their dishes to the class, as well as provide
• Does heat always speed up physical or a general overview of the chemical and
chemical changes? physical changes that went on during the
making of the dish.
Activity: Part Two
• Repeat the cookie-baking activity, only this
Display the cookie recipe on the overhead. time keep an accurate measure of each
Review the ingredients, equipment, and ingredient's mass. Add up the masses to
procedures for making the cookies. arrive at a total before placing the dough
into the oven. Measure the mass of the
Divide the class into working groups.
baked cookies and compare the before and
Provide each group with the cookie
after masses.
ingredients, utensils, and the activity sheet.
Have the students use the activity sheet as • Investigate how cooling is used to make
a guide for this investigation. various foods (e.g., Popsicles, .Jell-O, Rice
Krispie cake, snow cones, ice cream).
When the cookies have baked for the required
amount of time, remove them from the oven Assessment Suggestion
and allow them to cool. Before eating, focus
Observe students as they make cookies.
the students' attention on the finished product.
Focus specifically on their ability to follow
Ask:
directions and measure accurately. Use the
• In what ways have the original ingredients anecdotal record sheet on page 12 to record
been changed (both chemically and results.
physically)?
• Are these changes in the ingredients
reversible or nonreversible?
• What role did heat play in this activity?
Activity Sheet
Use the sheet as a guide to making your

cookies. Record your observations throughout
the process (2.12.1).
Unit 2 • Properties of and Changes in Substances 167

Date: Name: ------------------------
Making Cookies
1. Examine each ingredient used in the cookie recipe. Below,
describe the characteristics of these ingredients.
Ingredient Characteristics
2. Follow the recipe to make cookie dough.

3. Describe the characteristics of the cookie dough. _
~ 4. With adult supervision, bake the cookies. What did you observe
; as the cookies were baking? _
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168 - 2.12.1
13 Safety With Household Chemicals
Science Background • What should you do if someone
Information for Teachers accidentally drinks something that has
this label on the container?
Locate your school's WHMIS (Workplace
Hazardous Material Information System) binder. Show the students the second safety card:
It is loaded with information about proper corrosive (hand). Have the students identify a
storage of materials, cleanup, and how to work container with this symbol on it. Ask:
safely with chemicals. Some chemical
• Have you seen this symbol before?
reactions are very dangerous. They can cause
• What do you think it means?
serious injury and, in some cases, death.
Many products in the home fit into this • What kinds of products would have this
symbol on them?
category. These products have special
symbols and labels on them to warn about the • What should you do if this substance
comes in contact with your skin?
dangers involved with them. Contact your local
S1. John's Ambulance for first-aid information. • What types of clothing should adults wear
to protect themselves when working with
Materials this type of substance?
• safety cards (included) (2.13.1) Show the students the third safety card:
• several clean, empty household containers explosive (bomb). Have the students match
that depict the international safety symbols this symbol with one of the containers. Ask:

Activity • What do you think it means?
Display all of the containers on a table for • What kinds of products would have this
students to examine. Have them read the symbol on them?
labels, identify the substances (for example, • What types of things should you keep
household cleaners), and discuss how the away from products that have this symbol
substances are used. Ask: on them?
• Do you have any of these containers at Show the students the fourth safety card: fire
home? hazard (flames). Have the students identify a
• What are they used for? container with this symbol on it. Ask:
• Where are they kept in your house?
• Do you think they are safe or dangerous
• What do you think it means?
substances?
• What kinds of products would have this
Show the students the first of the safety cards: symbol on them?
poison (skull and crossbones). Have students • What types of things should you keep away
find a container with that symbol on it. Ask: from products that have this symbol on
them?
• What do you think it means? Now focus on how to dispose of these types
of products. Ask:
• What kinds of products would have this
symbol on them? • Would there be a problem if a container of
• Why do you think symbols are used on bleach was poured into the ground on the
these products? playground? .....

13
• Would there be a problem if a container of Activity Sheet A
car oil or laundry detergent was poured into
the ground on the playground?
• What do you think would be safe ways of Look carefully at the safety symbols on your
disposing of these substances? chart. Explain what each of the symbols means
and give an example of a substance that would
These questions can help lead to a discussion
have this symbol on its container (2.13.2).
of related environmental issues such as landfill
sites, protection of natural resources, and Activity Sheet B
pollution.
Have the students work individually to
Explain what safety considerations you would
complete activity sheet A.
use when using this household chemical
After students have completed activity sheet A, (2.13.3).
divide the class into working groups. Provide
each group with an empty container that Assessment Suggestion
depicts one of the international safety symbols.
Conference with students individually. Have
Have them complete activity sheet B in their
them identify the safety cards and describe
groups.
how to safely use the different chemicals in the
home. Use the individual student observations
sheet on page 13 to record results.

Safety Cards
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Date: Name: ----------
Safety With Household Chemicals
Safety Symbol Meaning Example
172 - 2.13.2
Date: Name: -----------
Safety With Household Chemicals
Product name: -------------------
Size (e.g., 500 ml): _
Basic information (such as manufacturer and where it is made):
The product is used for: _
Chemicals in the product: ~ ~
Cautions/Warnings/Symbols: ~
First-aid treatments recommended: -----------

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14 Manufactured Products
Science Background After some discussion, point to another object
Information for Teachers in the classroom such as a pen or pencil.
Repeat the previously asked questions to
A raw material is any substance that has not
guide understanding that objects are made up
been modified by a manufacturing process.
of materials and that these different materials
Copper is found as a raw material in the
undergo manufacturing processes. Challenge
Earth's crust as native copper (rarely), or as an
one or more of the students to identify
ore such as chalcapyrite, a compound of
classroom objects and explain what different
copper, iron, and sulphur. When copper is
materials make up the objects. Discuss how
made into one-cent pennies, the copper is no
the objects might be made, and any possible
longer a raw material. Smelting (the
environmental issues related to the
manufacturing process) has transformed the
manufacturing process.
mineral, both chemically and physically.
Brainstorm a list of manufactured products and
Many of the products we use every day are the
record these on chart paper (you may want to
result of complex physical and chemical
suggest such things as paint, milk, cheese,
changes to raw materials brought about
yogurt, burlap, cotton fabric, silk fabric,
through manufacturing. Milk from a cow is
aluminum, coins, automobile tires, glassware,
processed in a dairy where pasteurization and
lumber, and so on). Have students select a
skimming take place. Yogurt is a good example
listed product or one of their choice, then
of a product that has undergone physical and
research the materials and processes involved
chemical changes.
in the making of that product.
Materials Explain to students that they will present their

research findings to the rest of the class. They
• chair
may choose to present their findings in one of
• markers
the following formats:
• reference materials on product
manufacturing • flow chart
• access to the Internet • pamphlet
• art paper • oral report
• chart paper or Bristol board • backboard display
• poster
Activity
Provide students with reference materials,
Display the chair for students to examine. Ask: access to computers, and plenty of class time
• What are the different types of materials to collect, organize, and present their research.
that make up the chair? (e.g., metal, plastic,
rubber, wood)
Activity Sheet
• What are those different materials made from? Directions to students:
• Did the making of this product cause Use the sheets as a guide for conducting your
environmental concerns? (e.g., trees were research on a manufactured product (2.14.1).
cut down, loss of habitat, manufacturing
process created pollution)

14
Extension Assessment Suggestion
Have students write to manufacturers of the As a class, identify criteria for evaluating the
products they are researching for information research projects. These may include:
on the products' testing stage, sales figures,
• complete information
market share, main competition, and ways that
• accurate information
the companies are is dealing with
• organized information
environmental concerns.
• clear presentation format
Activity Centre • clear oral speaking
Have the students make tally charts of how List these criteria on the rubric on page 15 and
many items in the classroom contain plastic, record results.
glass, metal, and paper. They can then
represent their findings in the form of a pie
chart or stem and leaf plot.

Date: Name: ------------
Manufacturing Products
The product I have chosen to research is:
Complete the first and second columns of the KWLchart before

you begin your research. Use the information you have gathered
through research to complete the third column of the chart.
Things I Know Things I Want to Know Things I Learned

About This Product About This Product About This Product
176 - 2.14.1
This is how I plan to present my information. (Include a labelled
diagra~ ofyourplan.):~~~~~~~~~~~~~~~~_
The materials I require are:
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2.14.1-177
15 Solving Practical Problems
Science Background Activity
Information for Teachers Display the travel mug and thermos for
Heat is a form of energy. Heat is the total students to examine. Ask:
amount of kinetic (moving energy) in the
• What are these objects?
molecules of a substance. Heat is also
sometimes known as total thermal energy. A • What are they used for?
large ice sculpture has more thermal energy After some discussion, point out that each
than the flame of a burning match: there are far item is designed to be used primarily for either
more molecules in an ice sculpture than there holding a liquid or food, and to keep its
are in a burning match. contents from losing or gaining heat. Ask:
Heat can be transferred from one object to • How are these objects designed so that
another in three ways: heat is not lost or gained quickly?
1. Heat can radiate outward from an object • What materials are used in each object?
through space or the atmosphere, as in the
Challenge the students to design and
heat felt from the Sun or from a bonfire.
construct their own container to keep hot
2. Heat can be conducted along the water from losing its heat energy. Divide the
molecules of a substance. If you have ever class into working groups. Provide each group
grabbed the handle of a metal spoon with an activity sheet. Provide plenty of time
resting in a pot of hot soup, then you for students to plan, design, and construct
know that heat can be conducted through their containers.
materials.
3. Heat can move through fluids by way of When students have completed their
convection currents. Hot fluids rise because containers, test them. Fill each with equal
they are less dense than the cool fluids amounts of hot water and test the temperature
farther away from the source of heat. The of the water at agreed-upon intervals.
denser cooler fluids move in to replace the
rising warm fluids. The cooler fluids then Activity Sheet
become warmed by the heat source, rise, Directions to students:
and are replaced by cooler fluids. A lava
Use the sheet as a guide for designing,
lamp is a good example of how heat can
constructing, and testing your thermal
circulate in a fluid by way of convection
container. Make sure you answer the
currents.
questions (2.15.1)
Materials
Extension
• thermos
Post this activity on the Internet and challenge
• travel mug other schools to attempt the same task. Also
• thermometers post students' results. How did other schools
• materials identified by students for do? Begin a correspondence with other
designing and constructing their models schools to exchange other challenges and
build a sense of international community.

Date: Name: -----------------------
The Engineering Challenge

You and your engineering team are to design, construct, and test
a container that will keep hot water from losing its heat for as long
as possible.
Your container cannot be a commercially manufactured coffee

mug, thermos flask, or lunch bag. You may use different parts of
commercially manufactured items, but the finished product must
be largely of your own design and manufacture.
Draw a labelled diagram of your design.
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2.15.1-179
Construct your container and test it. Record your results on the
chart below.
Time Temperature eC)
Evaluating Your Design

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References for Teachers
Ardley, Neil. The Science Book of Air New Darling, David, J. From Glasses to Gases: The
York: Harcourt Brace Jovanovich, 1991. Science of Matter New York: Dillon Press,
1992.
--. The Science Book of Water New York:
Harcourt Brace Jovanovich, 1991. Durant, Penny Raife. Make a Splash: Science
Activities With Liquids. New York: Franklin
Berger, Melvin. Solids, Liquids, and Gases.
Watts, 1991.
New York: Putnam, 1989.
Simpson, Christina. Let's Find Out!:
Bosak, Susan. Science Is.... Richmond Hill,
Discovering Science in the World Around
ON: Scholastic Canada, 1991.
You, Grade 5. Toronto: D. C. Heath Canada,
Broekel, Ray. Experiments With Air Chicago: 1993.
Children's Press, 1988.
--. Experiments With Water. Chicago:

Children's Press, 1988.

Unit 3
Forces and
Simple Machines
Books for Children
Bailey, Joseph H. Small Inventions That Make a Kerrod, Robin. Let's Investigate Science:
Big Difference. Washington, DC: National Machines. New York: Benchmark Books,
Geographic Society, 1984. 1996.
Burnie, David. Everyd3y Machines: Amazing Lampton, Christopher. Bathtubs, Slides, Roller
Devices We Take for Granted. Atlanta: Coasters, Rails: Simple Machines That Are
Turner, 1995. Really Inclined Planes. Brookfield, CT:
Millbrook Press, 1991.
Caney, Steven. Invention Book. New York:
Workman Publishing, 1985. --. Marbles, Rollerskates, Doorknobs:
Simple Machines That Are Really Wheels.
Coulter, George, and Shirley Coulter. Bicycles.
Brookfield, CT: Millbrook Press, 1991.
You Make It Work Series. Vero Beach, FL:
Rourke, 1996. Meyer, Jerome S. World Book of Great
Cross, Gary, et a!. Move It.' Markham, ON:
tnvetuions. New York: World Publishing,
1956.
Scholastic Canada, 2000.
Nostbakken, Janis, and Jack Humphrey. The
Dahasen, Alan. Bicycles. New York: Franklin
Canadian lnventioti Book. Toronto: Greey
Watts, 1978.
de Pencier Publishing, 1976.
Garrison, Webb. "Bicycle" in Why Didn't I Think
Ollerenshaw, Chris, and Pat Triggs. Gears.
of That? Englewood Cliffs, NJ: Prentice-
Milwaukee: Gareth Stevens, 1994.
Hall, 1977.
__ . Levers. Milwaukee: Gareth Stevens,
Gifford, Clive. Machines. London: Usborne
1994.
Publishing, 1993.
Oxlade, Chris. Learn About Machines. London:
Glover, David. Levers. Crystal Lake, IL: Rigby
Lorenz Books, 1998.
Interactive Library, 1997.
Royston, Angela. Diggers and Dump Trucks.
--. Pulleys and Gears. Crystal Lake, IL:
Eye Openers Series. Toronto: Douglas &
Rigby Interactive Library, 1997.
Mcintyre, 1991.
--. Ramps and Wedges. Crystal Lake, IL:
--. Trains. Eye Openers Series. Toronto:
Rigby Interactive Library, 1997.
Douglas & Mcintyre, 1992.
--. Screws. Crystal Lake, IL: Rigby
--. Ships and Boats. Eye Openers Series.
Toronto: Douglas & Mcintyre, 1992.
--. Springs. Crystal Lake, IL: Rigby
--. Trucks. Eye Openers Series. Oxford:
Heinemann, 1997.
--. Wheels and Cranks. Crystal Lake, IL:
--. Planes. Eye Openers Series. Toronto:
Rig by Interactive Library, 1997.
Douglas & Mcintyre, 1992.
Gray, Kathy Creaghan. The Bridge From A-Z:
Whittle, Fran, and Sarah Lawrence. Simple
Linking PEl & NB, Canada. Cornwall, PEl:
Machines. Austin, TX: Raintree Steck-
Quality Action Consulting, 1996.
Vaughn, 1998.
Hoban, Tara. Construction Zone. New York:
Greenwillow, 1977.
184 Hand ..-On ~~i,.n~p • I P\/P' ~

Web Sites
• www.ed.uri.edu:80/SMART96/ • www.howstuffworks.com/
ELEMSC/SMARTmachines/machine.html
Type "pulleys" or "gears" in the search box
"Work is Simple with Simple Machines": to find a number of articles describing the
Classroom activities for learning about and details of these simple machines. A great
designing simple machines. With resource with diagrams, pictures, and a
overviews, outcomes, standards and wealth of information.
benchmarks, links, and further resources.
• www.mos.orglleonardo
• www.cpo.com/
A rich resource for teachers and students
The Cambridge Physics Outlet Online: Click developed by The Museum of Science,
on "science" and find background Boston. Explore this site to learn about
information on activities for ropes and Leonardo Oa Vinci's work as a scientist,
pulleys, as well as for gears and levers. The inventor, and artist. "Inventor's Workshop"
activities provide lesson plans, with helpful highlights Oa Vinci's machines and
diagrams and ideas for teaching these elements of simple machining.
concepts.
• www.learner.org/exhibits/parkphysics/
• www.stemnet.nf.ca/CITE/dacta.htm
Amusement Park Physics: What are the
This site offers enrichment activities about forces behind the fun? Using a roller
simple machines, using Lego. There are coaster, bumper cars, free fall, and other
eight activities, each including student rides, this site shows how the laws of
sheets, teacher's guide that contains an physics affect amusement park ride
introduction, concepts, investigation, and designs.
possible student responses. Great ideas for
students who want to know more.
• www.necc.mass.edu/MRVIS.MR3 13
Istart.htm
Motion, energy, and simple machines are

the focus of this site. The contents include
information on Newton, simple machines,
experiments, and diagrams.
Unit 3 • Forces and Simple Machines 185

Introduction
In this unit, students will develop an Materials Required for the Unit
understanding of forces by designing and
Classroom: paper, masking tape, chart paper,
building mechanical devices and structures.
overhead pens, mural paper, markers, pencils,
They will identify the forces acting on and
30-cm rulers, small hand-held pencil sharpeners,
within structures, and give simple quantitative
unsharpened pencils or pencil crayons,
descriptions of the forces.
Plasticine, scissors, string, paints, paintbrushes,
Students will also discover how using simple books (for weights and building blocks),
machines - such as levers, wheels and axles, magnifying glasses, glue, index cards
pulleys, gears, inclined planes, screws, and
Books, Pictures, and Illustrations: picture of
wedges - enables them to do specific tasks
seesaw (included), books about the legend of
with less effort.
Archimedes, The Bridge From A -Z (a book by
Kathy Creaghan Gray), version of the story
Background Information
Rapunsel, diagram of drawbridge design
A machine is any device that makes objects (included), magazines, hardware catalogues
move or stops objects from moving. Machines
make work easier. To do work, a machine Household: empty thread spools
changes the speed, amount, or direction of a Equipment: bicycle, spring scales, hand drills,
force. All machines, no matter how complex, egg beaters, manual can openers
are made up of one or more simple machines.
There are six simple machines: the lever, the Other: common levers (e.g., crowbars,
wheel and axle, the pulley, the inclined plane, scissors, hammers, pliers, wheelbarrows,
the wedge, and the screw. Gears are wheel- tweezers), pennies, several wheel-and-axle
and-axle mechanisms with teeth that fit mechanisms, commercially produced gear kits,
together to change the direction of movement. guitar, straight pins (or finishing nails), large
corks, materials identified by students for
Science Vocabulary making objects with working gears, access
to a flagpole with a manual pulley system,
Throughout this unit, teachers should use,
plastic pails with handles, sand, rope, access
and encourage students to use, vocabulary
to strong horizontal bar, wagon, long boards,
such as: first class lever, second class lever.
screw hooks, single pulley, compound pulley,
third class lever. fulcrum, effort force, load,
various-sized boxes, toy cars and trucks,
gear, wheel and axle, pulley, simple machine,
access to a ramp, various-sized screws,
inclined plane, screw, and wedge.
wedges (knives, axes, doorstops),
sledgehammer, examples of simple machines,
Hula-Hoops, Meccano/Lego sets, triangular
prisms, broom handles, paper cups, nails

1 Machines
Materials it, flicking it with a finger or marker). Explain
that force is a push or a pull on an object.
• index cards
Record this idea on the chart paper. Ask:
• markers
• What caused your index card to move?
• chart paper
(air, muscles)
• pictures of machines (from department
store catalogues and magazines) Explain that even the human body is a
• scissors machine. Through the use of muscular force,
• glue the body can make itself and other objects
• mural paper move. It can also make itself and other objects
stop from moving.
Activity
Provide each students with an index card and each group with catalogues, magazines, glue,
marker. Have the students print the term and scissors. Have students look through
machine on the top of their index card, then the catalogues and magazines. During this
describe in their own words what a machine is. activity, circulate through the room and provide
Next have them record examples of machines students with guidance and feedback.
on the index card. Encourage students to look for a variety of
machines. For example:
Have the students share their ideas with the
class. As they do this, record their ideas on Vehicles: car, truck, tractor, motorcycle,
chart paper. bicycle
Explain that a machine is a device that makes Electrical devices: toaster, hair dryer, mix
objects move or that stops objects from master, clock, watch
moving. Ask the students:
Household devices: can opener, eggbeater
• Are all of the examples listed on the chart
machines? Tools: screwdriver, hammer, axe, drill, pliers
• What are other examples of machines? Sports equipment: tennis racket, hockey
• Can you see any machines in the stick, rollerblades, skateboard
classroom?
Toys: yo-yo, spinning top, pull toy, Slinky
• What machines do you use in the home
and in the community? School equipment: photocopier, overhead
projector, scissors, pencil sharpener
Add more examples of machines to the class
list. Now explain that, through force, all Appliances: washer, dryer, dishwasher
machines move objects or stop objects from Create a class collage: Glue the pictures onto
moving. Record the term force on the chart the sheet of mural paper and title the sheet
paper. Ask: Machines.
• What is a force? Following this activity, explain to the students

that all machines, no matter how complicated
Have students place their index cards on their
or simple, are actually made up of one or
desks. Challenge them to move the card using
more simple machines. Inform students that
a force (e.g., pushing it, pulling it, blowing on

1
throughout this unit they will be learning about Extension
how simple machines make work easier to
Investigate how forces and machines are used
move an object or to stop an object from
in sports. Play games such as soccer,
moving.
baseball, and badminton. Discuss how sports
Activity Sheet equipment and even the human body are
machines that can make objects move or that
can stop objects from moving.
Draw labelled diagrams of two machines.
Answer the questions at the bottom of the Activity Centre
page (3.1.1). Display a variety of toys that involve machines
(e.g., spinning tops, pull toys, infant pop-up
toys, yo-yos, windup toys, remote control
cars). Give the students an opportunity to
manipulate the toys and discuss how forces
are used to move the toy or stop the toy from
moving.
1,A.R
Date: Name: -------------
Machines
Draw labelled diagrams of two machines:
What is a machine? -------------------
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3.1.1 - 189
2 Levers
Science Background A nutcracker is also a form of second class
Information for Teachers lever. In this device, two levers are connected
at the end with a moving pivot, which acts as
A lever is a rigid bar that rests on a fixed
the fulcrum. Squeezing the two levers together
pivotal point called the fulcrum. The lever helps
(effort force) causes the load in the middle (nut)
make work easier through the use of force and
to be cracked.
distance. There are three types of levers -
first class, second class, and third class. The Note: A crowbar and spade can be a first class or
location of the fulcrum with relation to the load second class lever, depending on how each is
and the effort force determines the class of lever. used (e.g., when the load is at one end and the
fulcrum is in the middle, it is a first class lever;
First class lever: The fulcrum is between the when the fulcrum is at one end and the load is in
effort and the load. Examples of a first class the middle, it is a second class lever).
lever are a seesaw, car jack, scissors, and pliers.
Third class lever: The fulcrum is at one end
and the effort force is between the fulcrum and
the load.
In devices such as scissors, two levers are Third class levers consist of two levers working
connected in the middle with a moving pivot, together. Tongs, tweezers, and the human arm
which acts as the fulcrum. Squeezing the two are examples of third class levers. A moving
levers together (effort force) causes the load hockey stick, broom, and rake are also third
(paper) at the opposite end to be cut. class levers. In these cases, your body
becomes the second lever, working with the
Second class lever: The fulcrum is at one end
device to move a load.
and the load is between the fulcrum and the
effort force. A wheelbarrow is an example of a Note: First class and second class levers are force
second class lever, asis a hammer (when used multipliers. This means that they reduce the force
to remove a nail). needed to do work, usually lifting a load. Third
class levers are motion multipliers. This means
they make it easier to move a load.
Materials
• variety of common levers such as a
crowbar, scissors, hammers, pliers,
wheelbarrows, tweezers, and tongs
• small boxes (e.g. jewellery boxes)
• picture of a seesaw or teetertotter
(included) (3.2.1)

2
• triangular prisms (geometric solids or • In this diagram, which is greater, the load
Toblerone chocolate bar boxes) or the effort force?
• nonpermanent overhead pen • Why do you think the arrows are different
• chart paper lengths?
• paper Explain that the direction and length of the

• markers arrows show the direction and strength of the
• pencils forces being applied to the seesaw.
• 30-cm rulers
Ask the students:
• pennies
• masking tape • Can an adult and a child play together on
a seesaw?
Activity: Part One • Can the child lift the adult?
Display a variety of levers. Tell the students • What can be done to help the child lift the
that all of these objects have something in adult?
common. Allow them time to explore the Explain to the students that they are going to
objects. As they explore, challenge them to conduct their own seesaw experiment. Divide
identify what the objects have in common. the class into working groups. Provide each
Once the students have had time to examine group with a ruler, a pencil, pennies, masking
the levers, ask: tape, and an activity sheet. Have the groups
construct a model seesaw. (Place the ruler on
• What are the names of these objects?
top of the pencil. The pencil acts as the
• How are they each used? fulcrum, allowing the ends of the ruler to
• When do we use them? move up and down.) Have the students tape
• What is the same about how they each five pennies to one end of the ruler. The
work? pennies will act as the load to be lifted on
the seesaw.
Explain to the students that the objects in this
collection make work easier for humans.
Review the examples and discuss how each
object makes work easier. Tell the students
UMI7
that these items are called levers. Use the ~~~~~~~~~.T
levers to identify the three components of a
lever (load, fulcrum, and effort force).
Use the seesaw illustration (3.2.1) as an

example of a first class lever. The board is
supported by a stand called the fulcrum.
Give the students some time to manipulate
A person who sits at one end of the seesaw
the materials, lifting the load by pushing
is the load. The person who sits at the other
down on the other end of the ruler, and
end applies an effort force.
moving the fulcrum. Ask:
Explain that the mass of both children acts as
a downward force. Ask:

2
• 00 you think that changing the position of (or teetertotter) is an example of a first class
the fulcrum affects the amount of effort lever. Challenge students to make a model
force required to lift the load? seesaw, using the materials provided.
Guide the students as they begin the

experiment. Have the groups place the
fulcrum at the 15-cm mark on the ruler. Ask:
• What is the distance from the fulcrum to ~~

the load?
~------
Have the students record this measurement
on the activity sheet. Ask: As a class, identify the components of the
model levers made by the students. Ask:
• How many pennies do you think you will
need to lift the load? • Which part is the fulcrum? (triangular
prism)
Have the students record their predictions,
• Which part is the actual lever? (ruler)
conduct the experiment, and record the
number of pennies needed to lift the load. • Which part is the load? (box)
• To lift the load, what is required? (effort
Continue the experiment, changing the force)
position of the fulcrum. With each change, • In what direction is the effort force made?
have the students predict and record the (downward push)
number of pennies that were needed to lift
• What are other examples of first class
the load. levers?
Once students have completed the
Have the students identify first class levers
investigation, ask:
from the collection displayed.
• If the fulcrum is moved closer to the load,
Now explain to students that the components
how does this affect the amount of effort
are in different positions in a second class
force required to lift the load?
lever. A wheelbarrow is an example of a
• If the fulcrum is moved farther away from
second class lever. Challenge the students to
the load, how does this affect the amount
construct a model wheelbarrow, using the
of effort force required to lift the load?
materials provided.
• What conclusions can you draw?
• Based on what you have learned, can a
child and an adult use a seesaw together?
How?
Activity: Part Two

Have the students demonstrate how their
each group with rulers, triangular prisms, and
model second class levers work. Ask:
small boxes. Review with the students the
three components of a lever (effort force, • How is this lever different from the first
load, and fulcrum). Explain that a seesaw class lever?

2
• Where is the fulcrum? Activity Sheet A
• Where is the load?
Note: This activity sheet is to be completed during
• In what direction is the effort force made? the activity.
(upward pull)
• What are some other examples of second Directions to students:
class levers? Complete the chart for your seesaw experiment,
then draw a labelled diagram of your lever. On
Have the students identify examples of second
your diagram, use arrows to show the direction
class levers from the collection displayed.
and strength of the forces (3.2.2).
Now introduce third class lever. Explain that
third class levers are for moving, not lifting Activity Sheet B
loads. Tweezers (or tongs) are an example of a
third class lever. Ask:
Draw a labelled diagram of each of the three
• With the materials you were given, can you types of levers. Give examples of each (3.2.3).
make a model of a third class lever?
• Why is this difficult? Extensions
• How could you make a model of the third • Have the students write up this
class lever? investigation as an experiment, using the
Note: Making a third class lever will be challenging extension activity sheet provided (3.2.4).
for students. A third class lever consists of two
levers or rigid bars working together. The levers • Investigate how marionettes use levers to
are connected at the fulcrum and used together to operate the limbs of a puppet. Have students
move a load. Students may discover that they can create their own marionette puppets.
make a simple model with two rulers, paper, and
tape. The paper can be folded up and taped Activity Centre
between the ends of the two rulers to spread them
apart and act as a fulcrum. Display a wide variety of first, second, and
third class levers for students to examine and
manipulate. Have them identify the different
parts (fulcrum, load, effort force) and classify
them as first, second, or third class levers.
Observe students as they investigate levers.
After students have made models of third class Focus on their ability to:
levers, ask:
• follow instructions
• In what direction is the effort force made? • manipulate materials
(both up and down, by squeezing the two
• measure accurately
levers together in the middle)
• make predictions
Following this activity, determine a class • record results
definition for a lever. Record this on chart List these criteria on the rubric on page 15
paper, along with the definitions and examples and record observations.
of first, second, and third class levers.

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Date: Name: -------------
Levers
Effort Force
Load: Distance From (Number of
Distance From Fulcrum to the
Number of Pennies)
Fulcrum to the Effort Force Needed to Lift Load
Pennies
Load (cm) (cm)
Prediction Result
5 15 cm 15 cm
5 Scm
5 10 cm
5 20 cm
5 25 cm
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Experimenting With Levers

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Hypothesis: _
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Method: _
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3 Wheels and Axles
Science Background • How is the classroom doorknob like
Information for Teachers these objects?
A wheel-and-axle machine consists of a sturdy Explain to the students that each of these
rod connected to a wheel. The rod is referred devices includes a wheel and axle. The wheel
to as the axle. The two components move and axle is a simple machine that helps make
together. work easier.
Have the students closely examine the manual

pencil sharpener. Remove the cover so that
students can look at the wheel-and-axle
mechanism. Turn the handle of the pencil
sharpener so that students can view the
movement of the wheel and axle. Ask:
• How does the wheel-and-axle mechanism

on the pencil sharpener make work easier?
Examples of wheel-and-axle machines include
a garden hose caddy, the mechanism that lifts Have students return to their desks. Distribute
the bucket in a water well (windlass), a manual the activity sheets, unsharpened pencils, and
pencil sharpener, a doorknob, hand-held the small hand-held pencil sharpeners. Have
beaters, and fishing rods. the students examine the hand-held pencil
sharpeners. Ask:
Materials
• How does this device work?
• several examples of wheel-and-axle
• Do you think it is easier to sharpen a pencil
mechanisms (as noted above, including
using the hand-held pencil sharpener or the
manual pencil sharpeners attached to a
manual classroom pencil sharpener?
counter or wall like those found in most
classrooms) Have the students test their predictions by
• small hand-held pencil sharpeners sharpening one pencil with the hand-held
• unsharpened pencils or pencil crayons (two pencil and the second pencil on the manual
for each student) pencil sharpener. Have them draw a diagram of
each sharpener on their activity sheet and
• chart paper
record their findings of this investigation.
• markers
Have the students again examine all of the
Activity devices that include wheel-and-axle
Display the examples of wheel-and-axle mechanisms. Title a sheet of chart paper
mechanisms for students to examine and Wheel and Axle. As a class, come up with a
manipulate. Ask: definition of this simple machine. Have the
students identify as many wheel-and-axle
• What are each of these objects used for? mechanisms as they can in the classroom and
• How do these objects work? in their homes.
• What do each of these objects have in
common?

3
Activity Sheet Activity Centre
Directions to students: Provide pieces of wood, screws, and
screwdrivers. Have the students experiment
Draw a labelled diagram of the small hand-held
with the screwdrivers to see how these wheel-
pencil sharpener and the manual classroom
and-axle simple machines work. Encourage
pencil sharpener. Answer the questions (3.3.1).
them to discuss how much more difficult it is
to insert a screw using their hand rather than a
Extension
screwdriver. Students can draw diagrams of
Have students design a wishing well. Make the screwdrivers and label the parts.
sure the well includes a wheel-and-axle
mechanism that can raise the "bucket." The Note: The handle of the screwdriver is the wheel
and the metal shaft is the rod.
well can be made from a 2-litre milk carton
with the top cut off. Punch three holes in a
paper cup and tie string through the holes to
make a bucket. Punch holes through the side Observe the students as they manipulate and
of the milk carton and push a pencil or wooden compare the pencil sharpeners. Look
dowel through the carton (this is the axle). Glue specifically for their descriptions of how the
a thread spool to the end of the pencil or wheel-and-axle mechanism makes work easier
dowel. Tie the string onto the pencil. By on the manual pencil sharpener. Also review
turning the thread spool (wheel), the paper cup their activity sheets to check for accuracy of
can be raised and lowered. diagrams and detail in answers. Use the
anecdotal record sheet on page 12 to record
results.

Date: Name: ------------
The Wheel and Axle

Draw labelled diagrams:
Hand-Held Pencil Sharpener Manual Pencil Sharpener
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Which pencil sharpener has a wheel-and-axle mechanism?
Define a wheel and axle: -------------------
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200 - 3.3.1
4 Gears
Science Background • Where are the gears on the bike?
Information for Teachers • What do the gears look like?
A gear is a wheel-and-axle mechanism used to • How is a gear like a wheel and axle?
turn another wheel and axle. A gear is a wheel • Which part is the wheel?
with cogs, or teeth around it. As a gear turns, its • Which part is the axle?
teeth mesh, or lock, with chains or the teeth on • How do the gears fit together to create
other gears. When the teeth of a turning gear movement?
mesh with the teeth of a second gear, the • How many gears do you see?
second gear is turned in a direction opposite to • What do the gears do? How do they work?
that of the first gear. Gears are used to change • What does it mean to change gears when
speed, or the direction, of the movement. A gear riding a bike?
is a modified wheel that sends turning motion • What happens when you change gears?
and power from one part of a machine to • Why are the gears on a bike sometimes
another. Gear size determines the turning speed. greased or oiled?
Large gears spin more slowly than small gears,
allowing machine parts to operate at different As a group, investigate how the gears work
speeds. and change. If space permits, demonstrate
changing gears while riding the bike (this can
Materials be done outdoors, in the gym, or in a hallway).
• bicycle (more than one speed) Now display the eggbeaters, can openers, and
• hand drills, eggbeaters, manual can drills. Have students manipulate the devices
openers (all with visible gears) and identify the gears. Discuss how the gears
• chart paper make work easier when using each device.
• markers Following this discussion and demonstration,

• commercially produced gear kits (available divide the class into working groups. Provide
through science education supply each group with a commercially produced gear
companies) kit and plenty of time for free exploration with
the materials. Give students the activity sheets
Activity to use for recording their discoveries and
Have the students examine the bicycle. In their observations.
own words, have them identify the various
Following these investigations, determine a
parts of the bike and explain how the parts
class definition for a gear. Record this on chart
work together to make the bike move. Record
paper along with examples of devices that use
their ideas on chart paper. To encourage
gears.
discussion, ask questions such as:
• What do you do with the pedals? Activity Sheet

• What happens when you push on the
pedals? What other parts of the bike are
put into motion? Experiment with your gears, using the activity
• Where are the levers on the bike? What sheet as a guide (3.4.1).
do the levers do?

4
Extensions 2. Using a felt marker, mark one of the
gear teeth on each can. Now count the
• Construct an idle gear system using
gear teeth on each can.
everyday materials:
• corrugated cardboard (with one side 3. Turn the largest can. How many turns
of corrugation exposed) does the smallest can make when the
• 3 clean, empty cans, tops removed largest can turns around once?
(shallow cans of different size • Place a sheet of corrugated cardboard on
diameters work best, such as those a table with the corrugated side facing
from tuna, salmon, cat food, and so on) upward. Have the students place one of
• screws the can gears wrapped in corrugated
• screwdriver cardboard on the sheet of cardboard.
• pieces of wooden board about
30 cm x 15 cm
• glue or tape
• hammer
• nails
• scissors
Cut strips of the corrugated cardboard and Have two students hold the cardboard still
wrap them around the three cans so the while another student slowly turns the can.
corrugated side of the cardboard is on the Ask:
outside of the cans. Secure with tape or • What happens?
glue. Using a hammer and a nail, make a • What would happen if the cardboard
hole in the centre of the bottom of each was on an incline?
can. Attach the cans to a wood board with • Would the can be able to travel up or
screws. Make sure each can touches the down?
next and the corrugated cardboard
meshes. After the students have tried to move the
can on an incline, explain to them that this
is the method many trains use to climb
steep mountain slopes. They may want to
try to find out more about these trains and
report back to the class.
• Take a field trip to a museum that has a

windmill. The wind turns the large sails, or
sweeps, of a windmill, which are connected
to drive shafts by large wooden cogs.
Allow students to manipulate the gear
system and observe how each gear moves. • Take a field trip to see a watermill in use.
Provide the following guidance: The water is trapped behind a dam and
released along a stream. The water pours
1. Turnthe first can clockwise. What over the blades of the waterwheel to make
happens to the second can? What them turn.
happens to the third can?

4
Note: In both the windmill and watermill, water or 1. Turn one cap. What happens to the other
wind power is used to turn a shaft with gears cap?
attached. Using different gears to change the speed
2. Add a third bottle cap to the gear chain
and direction allows the shafts to turn wheels and
and experiment with the movement.
turbines to produce electricity or to drive machinery.
Typically,in old windmills the gears will turn the 3. Predict what direction a fourth bottle cap
grindstone to grind seed into flour. will turn, a fifth, and a sixth.
4. Attach the fourth, fifth, and sixth bottle
Activity Centre caps to the gear chain and test your
Provide: bottle caps (with ridges on the edges), predictions.
hammers, nails, and pieces of wood
(approximately 20 cm x 8 cm). Have the
students construct a gear chain: hammer two
bottle caps side by side onto a block of wood.
Make sure the ridges on the caps face up, and
that the ridges fit into each other. Have the
students experiment with the gears. Give the
following instructions:
Unit 3 • ForcesandSimpleMachines 203

Date: Name: ------------
Investigating Gears
Choose a gear and trace it.
What are the important features of a gear?
Put two gears together so that the teeth mesh. Turn the first
gear clockwise. What happens to the second gear? _
Put a large gear and a small gear together so that the teeth
mesh. Turn the large gear once around completely. How
many turns does the small gear make? _
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5 Gears and Direction of Movement
Science Background
There are several different types of gears.
These are some examples:
bevel gear: consists of two toothed wheels

that are bevelled and meshed at an angle,
altering the direction of the rotation. Bevel
gears are found on hand-held egg beaters.
spur gear: consists of two interlocking toothed

wheels in the same plane, like those found on
a manual can opener. The wheels turn in
opposite directions.
worm gear: consists of one circular gear with

teeth and a screw-like tube on the other gear.
This type of gear is found on the tuning pegs
of a guitar or violin.
Note: It may be beneficial to students to conduct

research and create a bulletin board display
featuring different types of gears. The display can
idle gear: If the rotation of the wheels of a include drawings, pictures of useful objects that
contain gears, terms printed on index cards, and
spur gear is needed to go in the same
definitions written in student language. This type of
direction, an idle gear is placed between the
display will help to SOlidifystudents' understanding
two toothed wheels. of the concepts being focused on in these lessons.
Note: It may be beneficial to students to conduct
research and create a bulletin board display Materials
featuring different types of gears. The display can
• guitar
include drawings, pictures of useful objects that
• straight pins (or finishing nails)
contain gears, terms printed on index cards, and
definitions written in student language. This type of • eggbeaters
display will help to SOlidifystudents' understanding • hand drills
of the concepts being focused on in these lessons. • manual can openers

5
• commercial gear kits 2. Put the same number of pins in the second
• large corks cork. Place one cork on a table, with the
pins facing upward. Hold the second cork
Activity at a right angle to the first cork so that the
pins mesh together like the teeth of gears.
As a large group, review the gears used in the
previous lesson, focusing on how they work
together to change the direction of movement.
Have students examine the can openers again.
Ask:
• As you turn the handle to move one gear,

what happens to the other gear?
Explain that this is an example of a spur gear.

3. Slowly turn the cork that is in your hand
In a spur gear, two wheels turn in opposite
and observe what happens to the second
directions.
cork. As the groups are investigating this
Now use the commercial gear kit to model, explain to the students that they
demonstrate an idle gear. Set up three gears have discovered how a bevel gear works.
so that they are meshed together. Move the Have the students examine the bevel gears
first gear clockwise. Ask: on the eggbeaters and hand drill and
compare them to the cork "gear."
• In what direction is the first gear moving?
(clockwise) Now introduce another type of gear that
• In what direction is the second gear moving changes the direction of movement: the worm
(counterclockwise) gear. Explain that the most common type of
• In what direction is the third gear moving? worm gear is the metal tuning peg found on
(clockwise) the guitar. Show the guitar to the students and
demonstrate, using the peg. Turning in one
Explain to the students that the second gear is
direction will tighten the string, producing a
called an idle gear. It makes the first and third
higher pitch; turning in the opposite direction
gears move in the same direction.
will loosen the string, producing a lower pitch.
Tell the students that they are now going to Allow the students opportunities to manipulate
learn about other types of gears that change the pegs on the guitar and examine the gears.
the direction of movement in different ways. Ask:
Divide the class into working groups. Provide • How is this gear system different from the
them with corks and straight pins. Give the others we have examined?
groups the following directions, while • How is it the same?
demonstrating the steps:
Explain that the worm gear consists of one
1. Stick 8 or 10 straight pins in a circle around circular gear and a screw-like tube that mesh
the top rim of a cork. The pins must be together.
spaced at equal distance from each other
to work properly.
206
5
Activity Sheet windup alarm clocks, and windup toys.
Encourage students to look for items at home
that contain gears and bring them to class for
Draw a diagram of your cork gears and explain display and investigation. Have the students
how the gears work together. Now draw a observe the number and types of gears that
diagram of a peg on a guitar. Answer the are used in each object. Challenge them to
questions about this type of gear. On both sort the items according to the types of gears
diagrams, use arrows to show the direction of used in each.
movement (3.5.1).
Note: You may wish to divide this centre into two
sections: one where items such as old clocks and
Activity Centre watches can actually be taken apart by students;
Provide a variety of objects containing gears, the other where students examine the items
such as manual and electric can openers, without disassembling them.
hand-held food grinders, hand mixers, hand

drills, music boxes, old watches and clocks,
Unit 3 • Forcesand SimpleMachines 207

Date: Name: ------------
Gears and Direction of Movement

Draw a diagram of your cork gears and explain how they work.
Usearrows to show the direction of movement.
Draw a diagram of the gears on the guitar peg. Usearrows to show

the direction of movement.
~ What are the gears on the guitar peg used for? How do they work?
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6 Designing and Constructing With Gears
Materials Extension
• chart paper Challenge the students to use gears to make
• markers clocks with moving hands. They can use
• commercially produced gear kits commercially produced gears as well as those
• other materials as identified by students for made from everyday materials. The challenge
constructing an object with working gears may include:
• a clock with two hands that move clockwise

Activity • a clock with two hands that move
As a class, brainstorm a list of items that have counterclockwise
gears as part of their working mechanisms. • a clock with one hand that goes backward
Record the students' responses on chart paper. and one hand that goes forward
Now challenge the students to think of objects • a clock with one hand that goes two times
or toys with gears that they could design and faster than the other hand
construct. Refer to objects that they have
examined, as well as to their own creative ideas. Assessment Suggestions
Note: Many of the commercially produced gear • As a class, develop criteria for the gear
kits come with plans for several projects. Students system construction project. These may
can refer to these for ideas and modify designs as include:
they see fit.
• a detailed, labelled diagram of the plan
Divide the class into working groups. Provide the • an accurate list of materials
groups with gears, concrete materials, as well as • modifications
with any resource materials that may assist them • working final product
in their planning, designing, and constructing. • clear oral presentation
Also provide activity sheets for the students to
List these criteria on the rubric on page 15,
use as a guide for this project.
and record results for each group.
Once the groups have constructed and tested
• Have the students complete a student
their models, have them present the final
self-assessment sheet on page 18 to reflect
projects to the class.
on their own learning about gears.
Activity Sheet
Use the sheets as a guide for designing and

constructing your gears project (3.6.1).

Date: Name: ---------
Designing and
Constructing With Gears
Our group will make a _
that uses gears for movement.
Draw a labelled diagram of your design.
(Use arrows to show direction of movement.)
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Draw a labelled diagram of your final product.

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7 Single Pulleys
Science Background rope or cable attached to a load is pulled to lift
Information for Teachers the load. Discuss the difficulties in raising a
flag if a pulley system is not used.
A pulley is a machine in which a rope or cable
passes back and forth over one or more Following this introduction, collect several pails
grooved wheels. In a pulley system, one end of with handles and fill them with heavy objects
the rope is attached to the load and the other such as books or sand. Take the students
end is pulled in order to move or lift the load. A outside, using the wagon to transport the
single pulley has only one wheel. The pulley heavy pails. Locate a horizontal bar such as
makes the task of lifting the load more the kind found on a soccer goal or playground
convenient since it is easier to pull a rope structure. Have the students lift the pails, and
down than it is to lift a weight up. A pulley is a discuss the difficulty of raising the load.
grooved wheel on an axle. Single, fixed pulleys
Challenge the students to determine a way of
add no mechanical advantage to lift a load, but
using a pulley to raise the pails. Throw a strong
do change the direction of effort force.
rope over the horizontal bar and tie one end of
the rope to the handle of a pail. Give students
Materials
plenty of opportunities to lift the pails with the
• access to a flagpole with a manual pulley and compare the effort force to that
pulley system used to lift the pails by hand.
• several plastic pails with handles
Back in the classroom, read the book The
• heavy objects such as books or sand
Bridge From A-Z. The book deals with building
(to fill the pails)
the longest bridge in the world over ice-
• rope covered water, linking Prince Edward Island
• access to strong horizontal bar (e.g., and New Brunswick. Ask the students:
a soccer goal or playground structure)
• Were any pulleys used to build the bridge?
• The Bridge From A-Z, a book by Kathy
Creaghan Gray • How does a crane work?
• Does a crane use pulleys?
• markers
• How many elephants, hippopotamuses,
• chart paper
and rhinoceroses could the floating Svanen
• wagon
crane hold at the same time? (500, 600,
Activity and 1000, respectively)
Take the students outdoors to view a flagpole Students can now use their experiences with
with a manual pulley system. If possible, ask the flagpole, ropes and buckets, and what they
your school custodian to accompany the class have learned from the book to complete the
and show the students how the pulley system activity sheet.
works. After the students have had an Following these activities, determine a class
opportunity to observe the system in action, definition for a pulley. Record this on chart
introduce the term pulley. Explain to the paper, along with examples.
students that a pulley is a wheel over which a

7
Activity Sheet
Draw a diagram of the pulley system you

constructed to lift the pail. Label your diagram
and use arrows to show the direction of
movement. Answer the questions to show
what you have learned about pulleys (3.7.1).
Extensions
• Students can make their own single pulleys
from everyday materials (or models can be
made to further demonstrate the action and
work that pulleys do). The following
materials are required: a wax washer (cut a
candle into slices and drill a hole through Provide the students with time to explore
the middle of one of the slices), nail, the pulley and determine how it works to
hammer, 6 metal washers (same size), 2 lift loads. Encourage their exploration with
paper clips, empty thread spool, thin string, the following instructions and questions:
pieces of board (2 x 4 cut into 30 cm 1. Remove the washer from one end of
pieces). the pulley. How can you lift the washer
1. Place the nail through the centre of the on the other end without touching it?
spool. 2. When you lift the washer upward, in
2. Take the piece of board and place the what direction do you pull the other
wax washer between it and the spool. end of the string?
3. Using the hammer, nail the spool in 3. Hook three washers to one end of the
place on the board. Make sure the pulley's string. Now hook one washer
spool will turn freely. to the other end of the pulley's string.
4. Have one student hold the board Are the forces on each side of the
vertically while another hangs the string pulley balanced? How could you
over the spool. balance the pulley?
5. Tie each end of the string to a paper • Pulleys can be used to lift loads vertically,
clip and bend part of each paper clip but they can also be used to move objects
so it becomes a hook. in a horizontal direction. Challenge
6. Place a washer on each hook. students to design a way to use single
pulleys that will open and close curtains for
a puppet show theatre. Use a large
cardboard box for the stage, commercially
produced pulleys, cloth for curtains, and
other materials determined by the students.

7
• Have students make model cranes. Provide Activity Centre
Meccano or Lego sets with pulleys, string,
Give students ample opportunities to explore
and erasers. Challenge them to design and
pulleys independently. Provide a variety of
construct a crane with pulleys that can lift
commercially produced pulleys, string, weight
an eraser that has been placed 30 em
sets, and spring scales that measure newtons.
away and carry it to the side of the crane.
Have students construct single pulley systems
and use a spring scale to measure the loads
lifted. The load is attached to one side of the
pulley, while the spring scale is hooked to the
other side. By pulling down on the spring
scale, students can measure the effort force
required to lift the load.
214
Date: Name: ----------
Single Fixed Pulleys

Draw a labelled diagram of the pulley used to lift the heavy
pail. (Use arrows to show the direction of movement.)
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3.7.1-215
8 Compound Pulleys
Science Background Materials
• 2 broom handles or hockey sticks
A compound pulley is a system that uses more • long piece of rope (about 3 metres)
than one pulley to lift or move loads. The more • Legend of Archimedes (two good sources
pulleys in the system, the more mechanical are: Archimedes by D. C. Ipsen and
advantage the system offers. Archimedes by Sydney Gordon)
A block and tackle is an example of a Note: One of the legends of Archimedes focuses
compound pulley. A block and tackle is a on his use of a compound pulley. King Hieron of
system of pulleys and ropes that reduces the Syracuse challenged Archimedes to drag a large
effort required to lift or lower objects. It is used ship onto the beach by himself. Archimedes
studied the problem and decided to use the simple
on construction sites to lift heavy objects and
machine, a pulley. He used a compound pulley
in automobile service centres to lift engines
attached to the ship, and was able to drag the ship
from cars. It is also commonly used to raise or onto the shore.
lower a piano from a building.
Keep in mind that this is a legend. Although the
In the block and tackle, more than one pulley is science of pulleys is accurate, it is unlikely that
used. One set of pulleys is fixed (to a ceiling, one would actually be able accomplish this feat.
for example) and the second set of pulleys
moves up and down freely with the load. Activity
Introduce the lesson by reading the legend of
Archimedes, then discuss the pulley system
Archimedes used to drag the ship ashore.
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ship ashore because of the pulley system he
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Explain to the students that they are going to

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hold the two broomsticks parallel in a vertical
position about 30 cm apart. Challenge other
- - _I students to try, one at a time, to pull the sticks
together, while the two students try their
hardest to keep the sticks apart. As a group,
discuss the difficulty of moving the
broomsticks together. Now challenge the
students to find a way to use the rope to pull
the broomsticks together. Allow plenty of time
for discussion and experimentation.
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Note: While experimenting, be sure that students • Without the block and tackle, was it difficult
are careful not to get their hands stuck between to pull the sticks together? Why?
the broomsticks as the sticks are being pulled
• How did the block and tackle make it
together.
easier to pull the sticks together?
To accomplish the task, tie one end of the • Do you think changing the number of times
rope around the end of one of the the rope is looped around the sticks makes
broomsticks. Then loop the rope around the a difference?
two broomsticks as shown in the diagram
Test the students predictions by varying the
below. As the rope is pulled, the broomsticks
'humber of times the rope is looped around the
will be forced together.
broomsticks. Discuss the differences in effort
force required to pull them together.
Note: In the activity, every time the rope is looped

around the two sticks, the pulling power increases
(in theory the pulling power doubles, although
friction will decrease some of the pulling power).
The disadvantage is that if your pulling power
doubles so does the distance you have to pull
the rope.
Following this activity, determine a class

definition for a compound pulley. Record this
definition on chart paper, along with the
example of the block and tackle.
Activity Sheet
Use the activity sheet to describe your
investigation with a block-and-tackle pulley.
Answer the questions on the activity sheet
(3.8.1).
Extensions
Following the investigation, discuss the
activity. Explain to the students that they actually • Discuss and compare single pulleys and
constructed a type of compound pulley system. block and tackle pulleys. Have students
A compound pulley system involves more than fold a large sheet of paper in half and label
one wheel to do the work. In the activity with the the sections with the names of these two
broomsticks, the two sticks acted like wheels. types of pulleys. Encourage them to draw
Each time the rope was looped around the labelled diagrams and provide written
sticks, it was like adding another pulley to the descriptions of each type of pulley.
system. Introduce the term block and tackle as
the compound pulley system used to pull the
sticks together. Ask:

8
• Invite a guest speaker from an automobile Have the students attach the paper to the
service centre, a construction company, or paper clip on the clothesline and move it along
a piano moving company to explain and the line. Students can also make paper
demonstrate how a real block and tackle clothing to attach and move on the clothesline.
pulley system works.
As an alternative, students can make a
larger version of this model to use as a
Activity Centre
message/note delivery system for the
Have the students design and construct a classroom.
clothesline to see, firsthand, a practical
application of another type of compound Note: This pulley system is similar to that used on
ski lifts to move the skiers both horizontally and
pulley system. Provide: commercially produced
vertically up and down a mountain.
pulleys or student-made model pulleys (see
extension activity in lesson 7), a hammer, 2
nails, string, a 2-metre board, a piece of paper,
and a paper clip. Nail the two pulleys to
opposite ends of the board. Attach the string
between the two pulleys and tie it so you have
a continuous loop over both pulleys. Hook the
paper clip to the string.
C)
Date: Name: ----
Compound Pulley
Draw a diagram and describe how you were able to pull
the two broomsticks together. (Draw arrows to show the
direction of movement.)
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3.8.1 - 219
9 Comparing Pulleys
Note: Prior to this lesson, construct a single pulley • How are these pulleys the same?
and a compound pulley that you can use for
• How are they different?
discussion, comparison, and demonstration.
• How do you think they compare in their
Instructions and diagrams are provided (3.9.1).
This lesson is best done as a large group activity.
abilities to lift a load?
Provide the students with the activity sheet.

Materials Have the students identify and record the
• long boards to span across desks, tables, names of the two types of pulleys.
chart stands, or ladders
Determine the weight to be placed in the paper
• screw hooks cup attached to the single fixed pulley and
• paper cups have a student place the weight in the cup.
• pencils Hook the spring scale onto the other end of
• string the string. Explain to the students that by
• single pulleys pulling down on the spring scale, they can lift
• weight sets measuring grams and multiples the load. The scale will show the effort force in
of grams newtons needed to lift the load in the cup. Ask:
• spring scales measuring newtons • If you lift the load by pulling down on the
• compound pulley spring scale, how much effort force do you
Note: Explain that the spring scale measures force think you will use?
in newtons. When you use the spring scale, the
Have the students share and record their
measure is called effort force.
estimates, then test their predictions and
record the results.
Activity
Prior to the activity, position a board so that it Repeat the same procedure with the
spans a distance of at least a metre (use compound pulley and record estimates and
chairs, tables, or taller props such as ladders results. Ask:
or chart stands so that you do not have to
• How did the pulleys compare in lifting the
crouch in order to use the pulleys).
load?
Insert two screw hooks into the board (several • Was the same amount of effort force
cm from each end). Hook the two pulleys onto required for both pulleys?
the screw hooks. • Which pulley used less effort force to lift the
load?
Discuss pulleys and how they are useful. Ask:
Repeat the same procedure using different
• What is a pulley?
weights on both pulley systems. Following
• What types of pulleys have we investigated?
students' investigations with pulleys, discuss
• How are pulleys used?
their results. Ask:
• How do pulleys make work easier?
• Which pulley made the load easiest to lift?
Explain to the students that their challenge in
• What did the spring scale measure?
this activity will be to compare two different
types of pulleys. Display the single pulley and • How does the use of the spring scale help
the compound pulley for students to examine you to compare pulleys?
and manipulate. Ask:

9
Activity Sheet
Test each pulley and record the results on the

chart (3.9.2).
Extension
Have students grey in the results of this
investigation, using the graph paper included
(3.9.3). A double bar graph can display the
results of both the single and compound
pulleys. Use different coloured bars for each
pulley system. As an alternative, a broken line
graph can be used to communicate this data,
using a line to represent the results of each
pulley system.
Activity Centre
Provide an opportunity for students to
explore pulley systems independently. Attach
a fixed pulley to the ceiling so that students
have plenty of space to experiment. Provide
additional pulleys, string, weights, and spring
scales. Have the students construct and Observe the groups as they participate in
compare pulley systems with different numbers comparing the pulleys. Focus on their ability
of pulleys, as in the following diagram. to follow directions, estimate, measure, and
record results accurately. Use the anecdotal
Results can be recorded on the activity centre
record sheet on page 12 to record results.
sheet provided (3.9.4).

Constructing Single and
Compound Pulleys
Single Pulley
1. Punch a toothpick through
the top of a paper cup just
below the rim. Secure the
toothpick with tape.
2. Tie a string to the tooth-
pick.
3. Thread the string over the
pulley.
4. Tie a loop to the loose end
of the string so it can be
hooked onto a spring
scale.
Compound Pulley
1. Punch a toothpick through the top of a paper cup just below the
rim. Secure the toothpick with tape.
2. Tie a string to the toothpick.
3. Thread the string over the first
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Date: Name: ------------
Comparing Pulleys
What type of pulley is Pulley One? _
What type of pulley is Pulley Two? _
Testthe pulleys to compare their abilities to lift loads. Place

weights in the cup, hook the spring scale to the other end
of the string, and lift the load by pulling on the spring scale.
Record the results in newtons as read on the spring scale.
These results show the effort force needed to lift the loads.
Single Fixed Pulley Effort Force (n) Compound Pulley Effort Force (n)
Weight to Weight to
be Lifted (g) be Lifted (g)
Estimate Result Estimate Result
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3.9.2 - 223
Date: Name:
224 - 3.9.3
Date: Name: _
Comparing Pulleys
Pulley System:
Weight to be Effort Force (n)
Number of Lifted (g)
Pulleys Estimate Result
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3.9.4 - 225
Designing and Constructing
10 a Pulley System
Materials Provide each group with an activity sheet for
planning and designing its castle. Provide
• version of the story Rapunse/
plenty of time for students to plan, draw
• Plasticine diagrams, and list materials they will need.
• boxes of various sizes (milk cartons, Once they have agreed upon a plan, they can
cardboard tubes, and so on) for building
construct the castle and test their designs.
a castle
• scissors Following construction, have each group
present its final project to the class.
• string
• assortment of spools
Activity Sheet
• nails
• pencils Directions to students:
• paint and paintbrushes for decorating the Use the activity sheets to plan, design, and
castles test your castle and drawbridge (3.10.2).
• diagram of drawbridge design (included for
teacher reference) (3.10.1) Extensions
• As a language arts connection, do a
Activity
comparative study of different versions of
Read the story Rapunsel to the class. Ask the the Rapunsel story.
students:
• Students can also write original stories to
• Other than climbing up Rapunsel's hair, go with their castle models.
what other ways can you think of to get
into a castle or tower? Activity Centre
• How does a drawbridge work?
Provide a variety of materials and allow the
Challenge the students to make their own students to be creative in constructing items
castles, with drawbridges that work with a that include pulley systems. These may include
pulley system. Divide the class into working fishing rods, a clothesline-type pulley system
groups. Display the materials that students can for displaying student work in the classroom,
use to make their castles. Emphasize that they toy cranes, flagpoles, sailboats with pulley
need to include a drawbridge that can be systems to raise the sails, model ski lifts, as
raised and lowered using pulleys. The well as any ideas that students may discover.
drawbridge should be cut out of the container
Commercially produced pulley kits usually
but attached in a way that it can be lowered
include activity cards or project booklets for
and raised. The illustration of the drawbridge
further ideas on designing and constructing
(3.10.1) is an example of one of many possible
with pulleys. Allow the students ample
solutions to this challenge.
opportunities to use these materials to
Note: You may wish to discuss this illustration with construct items.
the students or make an actual model to show
them. It may help them formulate ideas for their
own drawbridge designs.
10
Assessment Suggestions
• As students work together to build their
castles and drawbridges, observe their
ability to work together as a group. Use
the cooperative skills teacher assessment
sheet on page 17 to record results.
• Have students complete a cooperative

skills self-assessment sheet on page 19
to reflect on their own group work.

Sample Drawbridge
228 - 3.10.1
Date: Name: ---------
Designing and Building

a Castle With a Drawbridge
Design a castle with a drawbridge that raises and
lowers using a pulley system.
Draw a labelled diagram of your castle design.
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3.10.2 - 229
How will your drawbridge be raised and lowered?
Construct your castle and test your drawbridge. List

any modifications you made to your original design.
Draw a labelled diagram of your finished product

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11 The Inclined Plane
Science Background cars and trucks, along with the activity sheets.
Information for Teachers Have the students follow the instructions on
the activity sheet to investigate forces.
An inclined plane is a tilted or sloped flat
surface, such as a ramp. Ramps are used to Following this investigation, title a piece of
move heavy objects in and out of trucks or chart paper Inclined Plane. As a class,
buildings. Ramps are also used to transport determine a definition for this simple machine
people in wheelchairs. and include examples. Draw a diagram of a toy
being pulled up both a gentle and a steep-
Materials sloping inclined plane. Have the students use
• spring scales arrows to identify the load force and effort
• boards (to use as ramps) force being applied:
• books (uniform, such as a set of texts or
dictionaries)
• string
• large toy cars and trucks
• chart paper
• markers
• access to a ramp (Most schools have a
wheelchair ramp or similar ramp for moving
equipment in and out of the building. If your
school does not have a ramp, find a ramp
nearby where you can take the students.)
Activity
Take the students to view the ramp at your
school (or at a location close to the school).
Have them examine the ramp. Ask:
• What is this called?

• What is it used for?
• How does it make work easier?
Explain that a ramp is an inclined plane, which

is a flat surface that has been sloped so things
can be moved more easily. A ramp is another
type of simple machine. Note: The load force does not change, 50 the
arrows are the same length. However, the effort
Back in the classroom, explain to the students force is much greater on a steep inclined plane, so
that they are going to investigate how inclined the arrow is longer to indicate the relative strength
planes or ramps make work easier. Divide the of the effort force.
class into working groups. Give each group
spring scales, string, books, boards, and toy

11
Activity Sheet • Examine pictures of roads in hilly or
mountainous regions. Discuss reasons why
roads are built to gently wind up hills and
Follow the instructions on the activity sheet to mountains rather than rise steeply up the
record the results of your investigation with mountain.
inclined planes (3.11.1).
Extensions
Observe students as they investigate inclined
• Repeat the previous activity, but remove planes. Look specifically at their ability to use
the wheels from the toy cars and trucks. the spring scale and to measure accurately.
This will help students understand how Also review their activity sheet to determine
wheels on the vehicles reduce friction, their accuracy in recording measurements and
therefore reducing the effort force needed answering questions. Record results on the
to move the vehicles on an inclined plane. anecdotal record sheet on page 12.

Date: Name: ------------
The Inclined Plane

1. Tie a string to the toy car or truck.
2. Tie a loop on the other end of the string.
3. Hook the loop onto the spring scale.
4. Measure the force needed to lift the toy. This is called the load
force. It is measured in newtons and shows how hard the toy is
pulling down. Record the load force: n
5. Usethe books and board to make a ramp or inclined plane.
6. Measure the effort force needed to pull the toy up the inclined
plane. This is called the effort force.
Number of Books in Effort Force (n)

Inclined Plane Estimate Result
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3.11.1 - 233
12 The Screw
Science Background
A screw is actually a cylinder with an inclined
plane wrapped around it. The inclined plane
spirals around the cylinder and forms threads.
Screws are used to fasten objects together to
lift heavy loads (e.g., a jackscrew).
Materials
• pencils
• paper
• scissors
• screws of varying sizes, with fine and
coarse threads
• magnifying glasses
• chart paper
• markers
Activity
Title a piece of chart paper The Screw. As a
class, determine a definition for this simple
each group with various screws, magnifying
machine. Ask:
glasses, chart paper, and markers. Give the
students time to examine the screws, then ask • On what other objects are screw
them to describe the screws and record their mechanisms found? (piano stools, garden
hose connectors, screw clamps, jar lids,
observations on chart paper. Have each group
and so on)
present their findings to the class. Ask:
List students' examples on the chart paper.
• What is a screw?
• What is it used for? Over the period of a week, have students use
• How does a screw make work easier? the activity sheet to record examples of screws
they find in the school, at home, and in the
Have the students construct a model of a
community. Encourage them to bring some of
screw: Cut an inclined plane from paper and
these examples to school and display them at
colour the long edge of the inclined plane with an activity centre.
a marker. Now wrap the paper around a pencil.
Activity Sheet
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F! • How is this model like a screw? Directions to students:

• How could you make a model of a screw Identify and record examples of objects that
:J with fine threads? have screw mechanisms. Draw labelled
• How could you make a model of a screw diagrams of these objects. Look around the
with coarse threads? school, your home and garage, and your
o neighbourhood for examples (3.12.1).
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Extensions Activity Centre
• Provide blocks of wood, screwdrivers, and Display examples of objects with screw
various screws. Have students insert the mechanisms (as previously noted). Give
screws into wood. Discuss and compare students opportunities to examine, manipulate,
how fine screws and coarse screws insert describe, and draw diagrams of these objects.
into the wood. Discuss how difficult it would Encourage them to discuss how the screws
be to insert these simple machines into the make work easier in each device.
wood if they had no threads on them.
• Have students try to pull screws out of the

wood in a direct upward motion. Discuss
the friction or resistance caused by the
threads.

Date: Name: ------------
The Screw
1. Draw labelled diagrams of objects that have screw mechanisms.
E 3. How does a screw make work easier? --------_

13 TheWedge
Science Background Title a sheet of chart paper The Wedge. As a
Information for Teachers class, determine a definition for this simple
machine. Ask students to provide examples
A wedge is similar to an inclined plane in
and write their responses on the chart paper.
appearance. Both are triangular in shape.
The difference is in their use. An inclined plane Have students use hardware catalogues to
is used to move objects upward. A wedge is identify examples of wedges. The illustrations
moved through or into a load. Examples of can be cut out and glued onto their activity
wedges include knives, axes, saws, putty sheets.
knives, nails, spikes, rakes, razor blades,
combs, chisels, doorstops, and even your Activity Sheet
teeth.
Materials Collect pictures of wedges from hardware

catalogues. Glue your pictures on the activity
• wedges such as a knife, axe, and doorstop
sheet. Answer the questions (3.13.1).
• sledgehammer
• chart paper Extensions
• markers
• Invite a carpenter to the classroom to
• hardware catalogues
display and discuss various wedges used
• scissors in the carpentry trade.
• glue
• Investigate how human teeth are wedge
Activity mechanisms. Hand out mirrors and have
students examine their own teeth, then
Note: Use safety precautions when examining
sharp wedge devices such as knives and axes. draw diagrams of the different types
of teeth they have. Encourage them to use
Display the wedges for students to examine. reference materials to identify the different
Ask: types of teeth and the purpose/function of
• What are these each called? each type.
• What do these devices have in common? • Investigate how wedge mechanisms are
• How are wedges used? sharpened to increase their ability to move
Explain that these devices are all wedges. A through loads (e.g., knives, saws, axes).
wedge is another simple machine that makes Again, use safety precautions when
work easier. It is placed or pushed through a examining sharp devices.
load.
Activity Centre
Have the students examine the axe and
sledgehammer. Ask: Have students collect examples of wedges and
display them at the centre. Provide wood and
• How are these tools similar? other construction tools and allow the students
• How are they different? opportunities to further investigate wedges as
• Which one would be better to use for they design and construct objects.
splitting a piece of wood?
• Why is the axe better for splitting wood?

Date: Name: ------------
Recognizing Wedges
What is a wedge?
How does a wedge make work easier?
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238 - 3.1Jl
14 Reviewing Simple Machines
Materials Extensions
• examples of all simple machines studied • Make a concept web about simple
in this unit machines. Include definitons and examples.
• Hula-Hoops For example:
• index cards
• markers
Activity
Have the students form a circle on the floor.
Place all of the simple machines in the centre
of the circle. Ask students:
• What are all of these objects called?

• How could we sort these objects?
Challenge the students to sort the objects and

place them inside the Hula-Hoops according to • Have the students create a class big book
their sorting rules. Once they have done this, about simple machines. Each chapter can
review, as a class, each simple machine. Ask: include diagrams of the simple machine,
definitions, examples, and description of
• How is this simple machine used?
how the machine makes work easier.
• What is a good definition for this simple
machine? • Make a class mural of examples of simple
• How does this simple machine make work machines that are used in everyday life.
easier? Divide the mural into sections and have
students collect pictures and draw
Have the students use the index cards to make diagrams for each section.
labels for each group of simple machines.
Activity Sheet
Conference with students individually.
Directions to students: Challenge them to sort examples of simple
machines into groups and to describe each
Draw an example of each simple machine.
mechanism. Use the individual student
Explain how each type of simple machine
observation sheet on page 13 to record results.
makes work easier (3.14.1).

Date: Name: -----------------------
Simple Machines
Lever Wheel and Axle
Gear Single Pulley
Compound Pulley Inclined Plane
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Constructing a Device Containing a
15 System of Simple Machines
Materials Once the groups have constructed and tested
their models, have them present the final
• chart paper
projects to the class.
• pictures and books of construction vehicles
• markers Activity Sheet
• commercially produced gear kits
• Meccano/Lego sets
• pulleys Use the sheets to plan, design, and construct
• other materials as identified by students for your device (3.15.1).
constructing their objects
Extensions
Activity • The book Cat on a Chimney by David Drew
Display the pictures of construction vehicles. (Ginn) provides many examples of problems
As a class, discuss how vehicles like front-end that can be solved with the use of simple
loaders, graders, and cranes use more than machines and mechanical devices.
one simple machine in their operation. Using Challenge students to build models that
chart paper, list all the simple machines the solve some of these problems.
students can identify with each machine, and
• Visit a heavy machinery shop. Many farm
the purpose for each simple machine. implement dealers, railway shops, and semi
Now challenge the students to construct a tractor shops will let students come and
device that uses at least two simple machines see the work they do. Some students may
to solve any of the following problems: have family memebers working in these
industries and can make the arrangements
1. Design and construct a crane that can lift a
for you.
brick 1 metre high.
2. Design and construct a model of a machine • Visit a power mechanics shop at a local
that will move a piano to the top floor of a high school.
house.
3. Design a catapult that can throw a tennis Assessment Strategies
ball across the room. • As a class, develop criteria for the
4. Design a model of a machine that will pull a construction project. These may include:
motorboat out of the water. • a detailed, labelled diagram of the plan
5. Design a model of a movable ramp that will • an accurate list of materials
transport a wheelchair into a van.
• modifications
6. Design a machine that can shovel up gravel
• working final product
or sand and move it so it can be dumped
• clear oral presentation
at another location.
List these criteria on the rubric sheet on
Divide the class into working groups. Provide page 15 and record results for each group.
the groups with gears, concrete materials,
pulleys, as well as any resource materials that • Have the students complete a student
may assist them in their planning, designing, self-assessment sheet on page 18 to reflect
and constructing. Also provide the activity on their own learning about this project.
sheet for students to use as a guide.

Date: Name: ----_------
Constructing a Device Containing

a System of Simple Machines
Our group will (state the problem you are trying to solve): _
Draw a labelled diagram of your design. (Use arrows to show the

direction of movement.)
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Construct your model and test it. List all modifications you made to
your original design and explain why you made these changes:
Draw a labelled diagram of your final product. (Use arrows to show

the direction of movement.)
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3.15.1 - 243
Barton, Bryon. Wheels. New York: Crowell, Ollerenshaw, Chris, and Pat Triggs. Wind-Ups.
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--. Trucks. See How It Works Series. New
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Wood, Robert, W. Physics for Kids: 49 Easy
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244
Unit 4
Weather
Books for Children
Arnold, C. EI Nino. New York: Clarion Books, Lye, K. Dry Climates. Austin, TX: Raintree
1998. Steck-Vaughn, 1997.
Barber, N. Hurricanes and Storms. London: Lye, K. Equatorial Climates. Austin, TX:
Evan Brothers, 1993. Raintree Steck-Vaughn, 1997.
Barrett, J. Cloudy With a Chance of Meatballs. ___ . Temperate Climates. Austin, TX:
New York: Simon & Schuster, 1979. Raintree Steck-Vaughn, 1997.
Bouchard, Dave. If You're Not From the Prairie. McMillan, B. The Weather Sky New York:
Vancouver: Raincoast Books, 1993. Farrar Straus Giroux, 1991.
Burby, L. Blizzards. New York: PowerKids Morris, N. Hurricanes & Tornadoes. Niagara-
Press, 1999. on-the-Lake: Crabtree Publishing, 1998.
__ . Heat Waves and Droughts. New York: Oxlade, C. Weather Austin, TX: Raintree
PowerKids Press, 1999. Steck-Vaughn, 1999.
. Tornadoes. New York: PowerKids Parker, J. Sunburns, Twisters and
Press, 1999. Thunderclaps. Austin, TX: Raintree Steck-
Vaughn, 2000.
Caduto, Michael J., and Joseph Bruchao.
Keepers of the Earth. Golden, CO: Peacock, G. Meteorology East Sussex:
Fulcrum, 1988. Wayland Publishers, 1994.
Casey, D. Weather Everywhere. New York: Pringle, L. Global Warming. New York: Arcade
Macmillan Books for Young Readers, 1995. Publishing, 1990.
Clark, J. The Atmosphere. Toronto: Gloucester Rogers, D. Science in Action - Weather Bath,
Press, 1992. England: Cherry tree Press, 1989.
Cosgrove, B. Eyewitness Books - Weather. Simon, S. Storms. New York: Morrow Junior
Toronto: Stoddart, 1991. Books, 1989.
Drohan, M. Floods. New York: PowerKids . Tornadoes. New York: Morrow Junior
Press, 1999. Books, 1999.
. Tsunamis Killer Waves. New York: Smith, D. The Water Cycle. New York:
PowerKids Press, 1999. Thomson Learning, 1993.
Farndon, J. Weather New York: Dorling Steele, P. Rain Causes and Effects. Toronto:
Kindersley, 1992. Franklin Watts, 1991.
Gibbons, G. Weather Forecasting. New York: . Snow Causes and Effects. Toronto:
Simon & Schuster Books for Young Franklin Watts, 1991.
Readers, 1987.
Suzuki, D. Looking At Weather Toronto:
Harper, S. Clouds. New York: Franklin Watts, Stoddart, 1988.
1997.
Taylor-Cork, B. Be an Expert Weather
Llewellyn, C. Wild, Wet & Windy Cambridge: Forecaster. Toronto: Gloucester Press,
Candlewick Press, 1997. 1992.
246 Hands-On Science • I 1"\11"1 "

Web Sites
• http://athena.wednet.edu/ • http://www.weather.com/education/
Athena: Earth & Space Science for K-12. Developed by The Weather Channel, this
This award-winning site has a number of site is for the weather-savvy educator. It
great topics. Click on "Weather" to learn offers lesson plans, teacher's guides, and
how to observe, chart, and predict weather. on-line teaching resources.
Contains a resource list and educational
• http://www.ndbc.noaa.gov/educate/
programs.
educate.shtml
• http://www.nationalgeographic.com/
The National Data Buoy Center of Science
lightning/index.html
Education offers information for some
Lightning - an exciting and dangerous part typical weather questions such as: "Are
of nature - is clearly explained in this air temperatures the same over land and
National Geographic site. The information water?" and "What is air pressure?"
includes science facts, photos, and survival The answers include maps, graphs, and
stories. After reading the material, take the extensions questions that promote further
"lightning quiz" and see how well you do! learning about weather.
• http://www.stemnetnf.ca/CITE/ • http://www.ncsa.uiuc.edu/Edu/
weather.htm RSEred/WeatherHome.html
An extensive and well-organized site that Weather Here and There is an
will help you with any questions you have integrated weather unit that incorporates
about weather. Choose from a list of topics interaction with the Internet and hands-on
such as weather lore, glossary, making your collaborative, problem-solving activities.
own weather instruments, and teacher This unit is divided into six lessons that
resources. integrate math, science, geography, and
language arts. Fun and comprehensive.
• hUp:l/kids.infoplease.lycos.com/
science.html
Click on "Weather" and find interesting
facts and information about weather,
including Celsius & Fahrenheit scales, wind
chill factor, extreme temperatures, the Sun,
and ultraviolet rays.
• http://groundhog.sprl.umich.edu/
This site offers information about weather
from around the world. Click on "Weather
Map" and then specific countries to find
temperatures, wind chill, dew point, and
other statistics. The "Previous Project" also
provides students an opportunity to
become Global Scientists with other
participants worldwide.
Unit 4 • Weather 247

Introduction
The study of weather (meteorology) is an and blue), pencils with eraser tops, clear tape,
important aspect of daily life. In this unit, drawing paper, 30-cm rulers, Plasticine,
students will learn that daily weather permanent markers, paper, glue, scissors, chart
conditions are part of larger climatic systems paper, markers, cardboard, rulers, index cards,
and patterns that can be predicted on both poster paper, clipboards, pencils, coloured
short-term and long-term bases. Students will pencils, masking tape, folders (or binders or
study different aspects of weather including Duo-tangs), masking tape
temperature, wind speed, cloud formation,
precipitation, and atmospheric pressure, and Books, Pictures, and Illustrations: diagram
they will examine the role of these factors in of the water cycle (included), magazine or
determining weather conditions. newspaper pictures depicting different types of
weather conditions, Cloudy With a Chance of
By the end of this unit, students will Meatballs (a book by Judith Barrett), resources
demonstrate an understanding of the major
on factors that influence weather conditions,
climatic factors and patterns associated with
3-page research guide (included), Keepers of
weather. They will design, construct, and test
the Earth (a book by Michael J. Caduto and
several instruments that are used for recording
Joseph Bruchae), resources on different types
various features of the weather. Students will
of severe weather and natural disasters
also examine how weather forecasts influence
(nonfiction books, CD-ROMs, bookmarked
and affect human activities and how humans
Internet sites), climate and weather statements
have adapted to a variety of weather conditions.
(included), reference materials about clouds,
world map, instructions for constructing
Science Vocabulary
weather instruments (included), graph paper
Throughout this unit, teachers should use, and (included), weather report from newspaper,
encourage students to use, vocabulary such references on meteorology, resources on
as: weather, climate, vapour, evaporation, weather lore (books, Farmer's Almanac, and so
condensetion. precipitation, water cycle, on), short-term and long-term weather reports
clouds, cumulus, cirrus, stratus, atmosphere,
expansion, contraction, density air mass, cold Household: cereal boxes (empty), recipe cards
(cut in half), plastic wrap
front warm front, high pressure, low pressure,
barometer, barometric pressure, humidity, Equipment: balance scales, compasses,
hygrometer, rain gauge, wind vane, wind overhead projector, barometer, hair dryer,
direction, anemometer, ultraviolet index, wind kettle or pot, hot plate
chill, accuracy tornado, blIZzard, hurricane,
Other: water jugs, tin pie plates, ice cubes,
monsoon, greenhouse effect global warming,
metal ice cube trays, glass jars, flashlight,
jet stream, Chinook, asteroid impact, EI Nino,
balloons, pins, thread, heat source such as
deforestation, technology, weather satellite,
a light bulb, plastic drink straws, empty jars
cloud gun, and weather station.
and boxes, 2-litre plastic bottles, access to
freezer and refrigerator, paper plates, strands
Materials Required for the Unit
of human hair, food colouring, long-neck
Classroom: graduated beaker or volume bottles, shoeboxes, beads, oven mitts
measuring cups, water, construction paper (red

How Weather Conditions Affect the
1 Lives of Humans and Other Animals
Materials After the students have had an opportunity to
discuss the picture, have them consider how
• chart paper
the weather conditions in the picture would
• markers affect the lives of animals and humans. Have
• pictures depicting different types of them brainstorm as many ideas as possible
weather conditions (from magazines,
and record them on their piece of chart paper
calendars, and/or newspapers) (e.g., in rainy conditions, birds take shelter,
• Cloudy With a Chance of Meatballs, a book worms come to the surface of the ground,
by Judith Barrett humans use umbrellas, raincoats, rubber
• index cards (On each card list an boots, or stay indoors).
occupation that is affected by weather
forecasts. Suggested occupations include When the students in each group have
pilot, farmer, construction worker, truck recorded all of their suggestions, have the
driver, gardener/landscaper, fisher.) groups display their pictures and present their
findings to the whole class. After each group
Activity: Part One has presented, ask the other students if they
have any other ideas as to how the weather
Read the humourous book Cloudy With a
conditions in the picture could affect the lives
Chance of Meatballs as a motivational hook.
of humans and other animals.
Ask the students to describe how the weather
conditions described in this book affect the Activity: Part Two
lives of the characters in the story.
Give each group an index card with one of the
Explain to the students that they are going to occupations listed on it. Have the groups
be starting a unit on weather. Ask: brainstorm how the occupation listed on their
• Why should you study the weather? card is affected by the weather and weather
• Why is it important to understand weather? forecasts. After students have had an
opportunity to discuss their suggestions with
Explain to students that our lives, just like the their group, pass the cards in a clockwise
lives of those in the story Cloudy With a direction on to the next group. Continue this
Chance of Meatballs, are affected in different pattern until each group has had an
ways by the weather. opportunity to discuss each occupation. Now
collect the cards. Hold up each card and ask
Divide the class into working groups. Give
the students to share some of their ideas.
each group a weather picture, a piece of chart
paper, and a marker. Explain the group task:
Activity Sheet
Discuss the picture by answering the following
questions:
Describe four different weather conditions in
• Where do you think your picture was
your local area. Explain how humans and other
taken?
animals are affected by each of these weather
• What time of year do you think your picture
conditions (4.1.1).
was taken?
• What is the weather like in your picture?
How can you tell?

1
Extensions • Discuss and record items that humans
must have during specific weather
• Review the story Cloudy With a Chance of
conditions. For example:
Meatballs. Discuss and record all the
weather words. Display this chart and refer Cold Winter
to it throughout the unit. Add new words as • snow shovel
they arise in future lessons. • block heater for car
• Encourage students to look in the • ice scraper for car window
newspaper daily to see how weather has Rainy Weather
affected humans and animals in their • umbrella
community and around the world. Have • raincoat and rain boots
them clip the articles, highlight the
• gutter on house
important information, and bring the
• downspouts on roof
articles to school. Encourage them to
present their article to the class. Post the
newspaper articles on a bulletin board in
the classroom. Observe students in their groups as they
discuss how different occupations are affected
• Discuss how climate and weather by weather and weather forecasts. Look
conditions affect the way we build homes. specifically for each student's ability to
Collect pictures of different homes built in contribute relevant ideas that. indicate an
different climates (try to include pictures understanding of both weather conditions and
from different regions of the world as well the occupation. Use the anecdotal record
as local regions). Discuss how the type of sheet on page 12 to record results.
climate you live in affects the design and
type of building materials used to construct
homes.
• Invite guest speakers from local

construction companies to discuss how
homes are constructed to keep them
waterproof and warm.
• Invite guest speakers from various

occupations to discuss how they are
affected by weather (e.g., a pilot, farmer,
truck driver).
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2 Weather and Climate
Materials • Can you think of any other climate controls
that would influence the weather in certain
• index cards
regions? (e.g., those living near the ocean
• masking tape
or a large lake will experience more
• chart paper precipitation, while those living right in the
• markers middle of a continent will experience a drier
• world map climate. To emphasize this point, identify a
• climate and weather statements (one copy desert region on the map and observe its
per student) (included) (4.2.1) distance from large bodies of water.)
• glue
Divide chart paper into two columns: Weather
• scissors
and Climate. Ask the students:
Activity • What is the difference between weather

Provide students with markers and several and climate? (Simply put, weather is the
index cards. On each card, have them record a day-to-day variations of temperature and
word that is associated with weather (e.g., rain, precipitation; climate is the annual or
snow, warm, cool, hot, cold, windy). seasonal trends of temperatures and
precipitation.)
Title four sheets of chart paper: January, April,
July, and October. Have the students tape Record student responses on the chart.
each index card under whichever month the Reinforce the difference between weather and
weather condition on the card most commonly climate to ensure students understand. Include
occurs in your local region (e.g., January: the following concepts on the chart:
snow). Continue this activity until all of the • Each area has its own climate controls that
cards have been taped to the chart paper. shape what the weather is like.
Explain to students that humans have come • Climate tends to stay the same for many
to expect certain types of weather at certain hundreds of years.
times of the year. This is referred to as the • Climate is the long-term weather trend in a
area's climate. particular region.
• Weather can change overnight.
Point to some different areas on the map,
• Weather is the atmospheric condition
such as Nunavut and Mexico. Ask the students
existing at a particular time and place.
if they know what the climate is like in each
place during certain times of the year. Activity Sheet
Explain that every place has its own climate Directions to students:
controls that determine weather conditions.
Cut out the climate and weather statements.
Climate controls are factors that influence the
Read each statement carefully. Decide if it is
weather. The most significant climate control is
describing the weather or climate of a
how far north or south you live from the
particular region. Sort the statements as either
equator. Ask the students:
weather or climate, and glue each under the
• Can you find the equator on the map? appropriate heading (4.2.1).
• Where is the equator located in relation to
the Earth as a whole?

2
Extensions
• Research and discuss the climate for
countries above and below the equator
(e.g., July is in the middle of winter in
Australia and other countries in the
southern hemisphere).
• Have students select two regions in

Canada and compare their weather and
climate. Use the factors brainstormed on
chart paper to explain the differences in
weather and climate.
• Read the book If You're Not From the

Prairie. Discuss climate in prairie regions.
Use the pattern in the book to write
stories about the climate in other regions.

Weather and Climate
Some places, especially those

Temperatures are highest at the
near the equator such as
equator and gradually decrease
Singapore, have an even
toward the Arctic and Antarctica.
temperature all year round.
5 centimetres of snow is
A high-pressure front is moving in,
predicted overnight due to
bringing good weather.
lake storm effects.
I,
Dresswarmly as the expected Central Canada is usually faced

high today is only -9°C. with harsh winters.
Variably cloudy today with winds

In the Arctic and in Antarctica,
from the southwest. The high will
what little preCipitation there is
be -7°C. With the wind chill, it will
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Date: Name: ------------
Weather and Climate
Weather Climate
4.2.1 - 255
3 The Water Cycle
Materials • What is happening to the heated water?
• kettle or pot (on a hot plate) Review evaporation, focusing on how water
• jug of water changes from a liquid to a gas when it is
• graduated beaker or volume measuring cup heated. The water vapour rises because it is
• tin pie plate lighter than liquid water. Explain that this is
exactly what happens to water in rivers and
• ice cubes
lakes when it is heated by the Sun. The water
• diagram of the water cycle (included) (Make
into an overhead transparency sheet.) (4.3.1) evaporates and rises into the sky. Ask:
• oven mitts • What do you think the temperature is like

• overhead projector far up in the sky?
• Is it very hot or very cold?
Activity
Explain that the temperature above land is cold
Note: This activity is similar to one conducted in
since the heat from the Sun is absorbed and
Unit 2 that focuses on states of matter. The
reflected off the land, warming the areas
lesson here, however, deals with the water cycle!
precipitation in more detail. closest to the ground. Simulate the cold area
above land by placing the pie plate of ice
For safety reasons, this activity is best done by
cubes above the evaporating water.
demonstration. Let students participate in certain
aspects of the demonstration, as noted in the Note: Wear oven mitts whenever your hands are
activity description. near the evaporating water.
Have the students gather around the Have the students observe the bottom of the
demonstration table so that all can see. Begin pie plate. Ask:
your discussion on precipitation by asking:
• What do you notice on the bottom of the
• What happens to make rain fall from the sky? pie plate?
Discuss the students' ideas of precipitation, • Where are these water droplets coming
noting their understanding of the concept. from?
Explain that you are going to demonstrate a • What is happening to the droplets as they
model of what happens when it rains. get bigger?
Have a student measure 250 ml of water and Explain that as the water vapour is cooled by
pour it into the kettle or pot. Explain that this the ice cubes in the plate, it condenses into
water represents water in lakes, rivers, and in liquid form, or water droplets. When these
the ground. Ask the students: droplets run into one another, they join
together and get bigger and heavier, eventually
• What do you think happens to water in falling from the pie plate. This is exactly what
these places as the Sun shines on Earth? happens to water vapour in the sky. The water
vapour cools, condenses, and forms droplets
Explain that warmth from the Sun heats water.
that fall to the ground as rain. This whole
Heat the water in the kettle or pot to simulate
process is called the water cycle.
this process. Have the students observe the
water as it is heated. Ask: On the overhead projector, display the picture
depicting the water cycle (4.3.1). Have the
• What do you observe?
students describe, in their own words, what ....
256 Handc;-On Vipn,..,. • I 0\101 ~

3
the picture is about. Encourage them to use • Discuss how other forms of precipitation,
words such as evaporates, water vapour, such as snow, hail, and sleet, are formed.
condenses, precipitation, and so on.
Snow: Snow is not frozen rain. Snow
begins as tiny ice crystals that form when
Activity Sheet
water vapour chills and crystallizes. As
Directions to students: more water vapour rises into the air, more
Label the water cycle, using the words at the water is deposited on the ice crystals and
top of your sheet. Use the diagram to explain the crystals grow. Soon the larger crystals
the water cycle in the space provided. Be sure fall as snow.
to use all the words at the top of your sheet in Hail: Hailstones form when water freezes in
your explanation (4.3.2). the top of cumulonimbus clouds (these
clouds, usually seen during a thunderstorm,
Extensions are flat on the bottom and tall and puffy at
• As a class, create a word cycle to represent the top). As the hail falls, it collects more
the water cycle. water and grows, building up layer upon
layer of ice. Often, the hailstones are blown
upward and downward, due to drafts, and
will grow in size. When the hailstones can
no longer be supported by updrafts, they
fall to Earth. If you cut a hailstone in half,
you will see several layers of ice.
Sleet: Sleet occurs when a layer of warm

air lies above a layer of cold air. Snow
falling from higher clouds melts as it
passes through the warm air, and it turns to
rain. This rain then continues to fall through
the cold layer of air, where it freezes and
turns into tiny pellets of ice.

The Water Cycle
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4 Formation of Clouds
Science Background • What are clouds made of?
Information for Teachers • Are all clouds the same?
There are three basic types of clouds: cirrus, • How are clouds different?
cumulus, and stratus. • What can you tell from looking at clouds?
Cirrus clouds: located the highest in the Explain to the students that they are going to
atmosphere (6000 to 18 000 metres). They are create their own clouds, using four simple
made of ice crystals. The word cirrus means materials. Divide the class into working groups.
"curl." These wispy clouds look curly and Provide each group with all required materials
travel very fast. They are often seen ahead of and activity sheet A. Have the students follow
changes in the weather. these instructions:
1. Pour hot water into a glass jar to a depth

Cumulus clouds: look "puffy," like cotton
of about 3 cm.
balls. They are found 1000 to 14 000 metres
above Earth. Cumulus means "pile." When the 2. Place a metal tray of ice cubes on top of
lower sections of these clouds begin to the jar.
darken, a storm is often near. 3. Turn the lights off in your classroom and
close any curtains or blinds so that the
Stratus clouds: sometimes look like a blanket room becomes quite dark.
stretched across the sky. They are usually 4. Shine a flashlight through the middle of
located below 2500 metres. Stratus means the jar.
"layer." These clouds often bring rainy weather.
Note: If you cannot get the classroom dark, have
Materials the students conduct the experiment in another
room in the school where you can eliminate
• hot water the light.
• glass jars
As the students are conducting the experiment,
• 30-cm rulers
have them record their observations on activity
• metal trays of ice cubes
sheet A.
• flashlights
• water cycle diagram from previous lesson Ask the students:
• clipboards • What did you notice when you shone the

• drawing paper and pencils flashlight into the jar?
• reference materials for identifying types • Why do you think this happened?
of clouds • How can you compare this experiment to
Note: Ensure that the water is not too hot to cause how real clouds are created?
potential burns. • What do you think clouds are made of?
Explain to students that when air cools, water

Activity: Part One
vapour condenses on dust particles in the air,
Referring back to the previous activity on the forming tiny droplets of water. Millions of tiny
water cycle, ask the students: droplets form a cloud (the cloud is made of
water droplets or ice particles, depending on
• Where does rain fall from?
whether condensation occurred above or
• What is a cloud?
U-.rulr- n .. c,..; ".,. _ I _..........

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260
4
below the freezing point of water). The cloud Extensions
grows bigger if more condensation than
• On a cold day, take students outside and
evaporation occurs. The cloud becomes
have them create their own clouds. They
smaller if more evaporation than condensation
can do this by blowing warm air from their
occurs.
lungs into the cold outside air. Have the
Note: Use the diagram on the water cycle from the students describe what happens when they
previous lesson to visually clarify this concept. blow into the cold air. Ask them to explain
how this exercise is like the formation of a
Activity: Part Two cloud. (Water droplets are created when
Have the students use activity sheet B to the warm vapour from the lungs meets the
record the types of clouds they observe each cold air outside.)
day for a week. For each day, have them draw • Have students use cotton batting to create
a diagram of the clouds. the various types of clouds. The cloud
Using reference materials, have the students formations can be glued onto construction
research clouds to identify those that they paper. Have students name and describe
have observed. Also have them determine the each cloud type beside their cotton batting
effects of different clouds on weather. models.
Activity Sheet A Assessment Suggestion
Directions to students: During the hands-on investigation on cloud

formation, observe students as they conduct
Draw a labelled diagram of your observations
the experiment. Look specifically for accuracy
of the cloud experiment. Describe what in measuring, observation skills, and ability to
happened, and answer the questions at the communicate findings. Use the individual
bottom of the page (4.4.1). student observation sheet on page 13 to
record results.
Activity Sheet B
Draw diagrams of the types of clouds you

observe each day. Use reference materials to
identify the clouds (4.4.2).

Date: Name: ------------
Formation of Clouds
Observations
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262 - 4.4.1
Date: Name: ----------
Observing Clouds
Day Date Diagram of Clouds Type of Cloud
4.4.2 - 263
5 Properties of Air
Science Background Activity: Part Two
Information for Teachers Have all students take a deep breath and
Weather is affected by the unique properties of observe one another while doing so. Ask:
air. These properties include:
• When you take deep breaths, what do you
• air has mass and volume notice about your chest?
• air expands to fill a space • Why does your chest expand, or get bigger,
• air expands and rises when heated when you take a breath?
• air contracts and sinks when cooled
Explain that everyone breathes air, and that
• air exerts pressure
when we take deep breaths, air enters our
• air moves from areas of high pressure to
lungs and expands our chests.
areas of low pressure
Now have each student blow up a balloon and
Materials notice what happens to the balloon. Compare
the inflated balloons with balloons that have
• chart paper
not been inflated. Ask the students:
• markers
• balloons • Why did the balloon get bigger?
• several empty containers (boxes, • What is inside the balloon?
bottles, and so on)
Stress that even though air cannot be seen, it
• balance scale
still takes up space. Record this idea on the
• pins chart paper. Ask:
• paper
• When the air is inside the balloon, what
• scissors
shape does it have?
• thread
• What shape does the air take on when it is
• clear tape
in your chest?
• heat source (such as a light bulb from a
lamp with the shade removed) Display several empty containers. Ask:
• rulers
• Is there anything inside these containers?
• tape measures
• What shape does the air take on in these
• access to cold area (e.g., refrigerator)
containers?
Activity: Part One Explain that air takes on the shape of the
Title a piece of chart paper Properties of Air. As container that it is in. Record this idea on the
a class, discuss with students what they know chart paper. Ask:
about air. Record their ideas on the chart. Ask:
• What does the term volume mean? (the
• Do you think air affects the weather? How? amount of space taken up by an object)
• Does air have volume?
Explain to students that, as a class, they are
• Is the amount of air in a small container the
going to conduct several investigations to
same as in a large container?
further understand the properties of air that
affect weather conditions and climate. Explain that air has volume. Record this idea
on the chart paper.
264
5
Have the students let the air out of their Air Has Mass
balloons and feel it whooshing by as it
Blow up two balloons to approximately the
escapes.
same size, knot them closed, and place one
Divide the class into pairs of students. Have on each end of a balanced scale.
one student in each pair blow up the balloon
Note: If you are using a pan balance, you can
and hold the opening tightly; have the other
place the balloons on the pans. If you are using a
student squeeze the balloon to feel the hanging balance, tie the balloons with string and
pressure of the air inside it. Now have the hang from the balance.
students let the air out of the balloons, feel the
air as it escapes, and notice the decrease in Have the students examine the balloons on the
resistance (pressure) as the air escapes. scales. Ask:
Through discussion, focus on the concept that • Are the balloons heavy?
air exerts pressure. Record this idea on the
• Do you think that air has mass?
chart paper.
• What do you think will happen if you pop
one of the balloons?
Activity: Part Three
Pop one of the balloons with a pin and have
Conduct the following investigations to look at
the students observe what happens. Ask:
some of the other properties of air. As each
investigation is conducted, record these • Why do you think the end of the scale with
properties on the chart. the inflated balloon attached to it moved
downward?
Air Exerts Force
• Which end of the scale has more mass?
Provide each student with a balloon. Have the • What does this prove about air?
students blow up their balloons and hold them
securely closed. Ask: Note: Students may wish to measure the mass of
the air in the inflated balloon: Add grains of rice to
• What do you think will happen if you let go a plastic bag attached to the other end of the
of your balloon? balance scale until the scale balances. The rice
can then be measured in grams using a pan
Have the students test their predictions by balance scale.
releasing their balloons. Ask:
Air Expands When Heated and Contracts
• Why did the balloon move? When Cooled
• What is a force?
Have the students blow up balloons again and
• Does the air in the balloon exert force?
tie them shut. Ask:
Experiment by having the students blow up
• Is the air from your lungs warm or cool?
their balloon once again, pointing it in a
• What do you think will happen to the air in
different direction, and releasing it.
your balloon if you put the balloon in a cold
Note: The air inside the balloon makes the balloon place?
move because air exerts force. The balloon will
always move in the direction opposite to the hole Have the students use tape measures to
where the air is escaping. measure the circumference of their balloons.
Record these measurements on chart paper.

5
Now place the balloons in a cold space such Tape a piece of thread to the centre point on
as inside a plugged-in refrigerator. After an the spiral. Hold the spiral by the thread. Ask:
hour, remove the balloons and observe. Ask:
• What do you think will happen if I place the
• What happened to the balloons? spiral over a heat source such as a light
• Why do you think the balloons got smaller? bulb?
• What do you think the circumference of
Test the students' predictions. Hold the spiral
your balloon is now?
freely and wait until it is still before placing the
Have the students measure and record the heat source under it. Have the students
circumference of their balloons. Ask: observe closely.
• What do you think will happen if you put

your balloons in a warm place?
Test the students' predictions. Place the

balloons in a warm area (e.g., near a sunny
window or in a box by a heat register). After an
hour, observe and measure the balloons again.
Note: For safety reasons, do not place the

balloons in direct contact with a heat source.
Discuss expansion and contraction of air.

Stress that air particles (molecules) move
farther apart when heated, causing the air to
take up more space (expand). Air becomes
less dense as the molecules move farther
apart. When air is cooled, the molecules move
closer together, causing the air to take up less
space (contract). Air becomes more dense as
Ask:
the molecules move closer together.
• Why do you think the spiral is beginning to
Warm Air Rises, Cold Air Sinks spin?
Cut a paper circle 10 cm in diameter. Use • What is happening to the air around the
scissors to make the circle into a spiral. light bulb?
• What happens to air as it is heated?
/--...____
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/ /
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/ r / r-~ \ \ \
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\ \ -, ~_./ /,/ / this activity with the spiral, the air is heated by
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the light bulb. This causes the warm air to rise.
As the warm air currents rise, they cause the
spiral to turn. Ask:
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5
• If warm air rises, what do you think • Have students suggest other ways that
happens to cold air? (cold air sinks they can show the presence and resistance
because it is more dense) of air (e.g., closing a door quickly and
feeling the resistance caused by air).
Following these activities, have the students
complete the concept map to record their • Have students make balloon rockets: Cut a
ideas on the properties of air. cardboard circle 6 cm in diameter. Glue one
end of long, thin strips of tissue paper
Activity Sheet (about the size of a straw) onto the edge of
the circle. Punch a hole in the centre of the
circle and stick the end of a balloon
Complete the concept map with statements through the hole. Blow up the balloon and
about the properties of air. Draw a diagram to release it. The "rocket" will fly through the
illustrate each property. You may add more air. Students will see how air can make
lines and circles as needed (4.5.1). objects move. They will also observe that
the direction the balloon moves in depends
Extensions on the direction from which the air
• Place a deflated balloon inside a bottle and escapes. If air is escaping to the floor, the
stretch the opening of the balloon over the balloon will travel to the ceiling. Challenge
mouth of the bottle. the students to design, produce, and
experiment with a number of rockets to find
which one will travel the farthest.
• Hang paper bags from a balance scale so

that the openings of the bags face
downward. Place a heat source such as a
light bulb under one of the paper bags.
Observe that this end of the balance scale
rises as the warm air around the light bulb
rises into the paper bag.
Have the students predict if they can blow

up the balloon. Have them test their
predictions. It is impossible for them to
blow up the balloon! Have them infer why
they cannot inflate the balloon.
Explanation: The bottle is already full of air.
Inflating the balloon would take up space,
and there is no space left in the bottle.

5
• Have the students make paper fans. They moving molecules are close, or
can wave the paper fan and feel the crowded, together. Cold air pushes
movement of air as it resists the paper. light, warm air upward.)
Try making the fans out of different types of • Why do you think warm air rises?
paper to see which resists air the most. (Molecules in warm air are spaced far
apart. Warm air is lighter and less
• To further examine how hot air rises and
dense.)
cold air sinks, have students conduct
• Do you think the movement of air
experiments to investigate air indoors.
outside is different from the movement
Take a walk throughout your school on a
of air inside?
hot day. Compare the temperatures in the
basement of the school and the main floor. • How do you know?
Students will notice that it is significantly • Where are the coldest rooms in your
cooler in the lower levels of a school. Have house?
students conduct this experiment in their • Where are the warmest rooms in your
homes by measuring and recording air house?
temperatures in the basement, main floor, • What does this tell you about the
and second floor. Following these movement of air inside?
investigations, ask the students: • Why do you find ceiling fans in some
homes?
• What do you know about cold air?
(Cold air sinks.) • If you were in a fire, why should you
crouch and stay low to the floor? (The
• What do you know about warm air?
warm, smoke-filled air rises. It is easier
(Warm air rises.)
to breathe near the floor.)
• Why do you think cold air sinks? (Cold
air is heavier because the slowly
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6 Air Masses
Science Background Activity: Part One: Air Masses
Information for Teachers Explain that air and air temperature play
Air Mass: When a large body of air stays in an important roles in the weather. Tell students
area over a long period of time, it takes on the that they are going to represent air masses -
characteristic temperatures and humidity of large areas of hot or cold air. Provide each
that area and becomes an air mass. Cold air student with a piece of red construction paper.
masses are high pressure: cold air is denser Explain that it represents warm air. Ask:
because the molecules are closer together;
• What happens to air as it is heated?
therefore, pressure is higher. Warm air masses
(expands)
are low pressure: the molecules are farther
• What would the air molecules be like in a
apart, causing lower air pressure.
warm air mass? (spread out)
Front: A front is the line where air masses
With the pieces of red construction paper in
meet. One air mass tries to make the other
their hands, have the students spread out.
move out of the way. When this happens,
Explain that warm air masses are low pressure
clouds and stormy weather are produced.
because the molecules are farther apart. When
Cold Front: A cold air mass forces its way a low-pressure system occurs, the air is warm;
under a warm air mass, pushing the warm air therefore, the temperature is mild. However,
upward. A cold front is the leading edge of an this warm air is usually filled with moisture,
advancing cold air mass. Thunderstorms often which means that clouds and rain can occur.
result during a cold front.
Gather the pieces of red construction paper.
Warm Front: A warm, moist air mass pushes a Provide each student with a piece of blue
cold air mass away. Light rains often result. construction paper. Explain that it represents
Warm air replaces cold air at ground level. cold air. Ask:
The main air masses around the world are: • What happens to air as it is cooled?
(contracts)
Continental Polar: cold and dry • What would the air molecules be like in a
Continental Tropical: hot and dry cold air mass? (close together)
Maritime Polar: cold and wet
Maritime Tropical: warm and wet Have the students move close together as they
hold their blue papers. Explain that cold air
Materials masses are high pressure because the molecules
are close together. When a high-pressure system
• construction paper (red and blue) occurs, the temperature goes down because the
• barometer air is cooler. This cold air is usually dry, which
• chart paper means the skies will be clear.
• markers
Following this activity, display the barometer
• rulers for students to examine. Explain that a
• graph paper (included) (4.6.1)
barometer measures air pressure, or
• coloured pencils barometric pressure. High air pressure is
Note: These activities are best done in a large observed when cold air masses exist in a given
open area such as the gymnasium or playground. area, and low air pressure occurs when warm
air masses exist. Ask:
270
6
• What do you think the weather would be outstretched. Have the students in the "cold"
like if the barometer was rising? air mass crouch down and move toward the
• What do you think the weather would be students in the "warm" air mass. As they come in
like if the barometer was falling? contact with the students in the warm air mass,
have the students in the cold air mass stand up,
Over the next few weeks, have the students
pushing the warm air mass upward. Ask:
measure the barometric pressure. Record the
data on a class chart. Use this information to • From this demonstration, can you tell what
predict the weather. happens in a cold front? (A cold air mass
forces its way under a warm air mass,
Have the students construct graphs of these
pushing the warm air upward.)
results on graph paper (4.6.1).
• What type of weather do you think occurs
in a cold front?
Activity: Part Two: Warm and
Cold Fronts Explain that during a cold front, thunderstorms
Divide the class into two groups. Give one often result. This is because the warm, moist
group of students pieces of red construction air is forced upward where the air is very cold.
paper. Give the other group of students pieces This moist air condenses, causing heavy rain.
of blue construction paper. Have the groups Have the students move back to their two
stand at opposite ends of the room. Ask: separate groups again. Explain to them that
they are going to demonstrate a warm front.
• What is an air mass? (a large area of hot or
cold air that affects the weather) Have the students in the "warm" air mass
move up toward the students in the cold air
Explain to the students that the "red" group is mass, pushing them back. Ask the students:
a warm air mass and the "blue" group is a cold
air mass. • From this demonstration, can you tell what
happens in a warm front? (a warm, moist
Have the two groups walk slowly toward each air mass pushes a cold air mass away)
other. When the two groups are about one • What type of weather occurs in a warm
metre apart, have them stop. Now ask the front?
students:
Explain that in a warm front, the air
• What do you think will happen when these temperature is milder because warm air is at
two air masses meet? ground level. Light rains may still result
Explain to the students that two air masses because the warm air is moist and the water
vapour will condense to form precipitation.
meet along a line called a front. Ask:
• What do you think the weather is like when Activity Sheet A

these two air masses meet along a front?
(unsettled and changeable, with clouds,
rain, and storms) Draw a labelled diagram of a riSing and falling
barometer. Illustrate and describe the types of
Explain to them that they are going to
weather that you would likely experience when
demonstrate a cold front. Have the students
the barometer was rising and falling (4.6.2).
hold their papers vertically with arms

6
Activity Sheet B • Have a local meteorologist visit the class to
discuss how regional weather is affected by
the movement of large-scale weather
Using coloured pencil crayons, draw labelled systems (e.g., high pressure Arctic systems
diagrams of a cold front and a warm front are associated with clear and cool weather,
under the appropriate heading. Describe the Atlantic systems are associated with cloudy
movement of air for both fronts (4.6.3). skies, Pacific systems are associated with
a variety of different weather conditions).
Extensions
• Investigate the different air masses around
• Collect daily weather reports from a local the world (continental polar, continental
newspaper. Have students become familiar tropical, maritime polar, maritime tropical).
with how high and low air pressure and Discuss what type of weather is associated
warm and cold fronts are indicated on a with each air mass. Locate the air masses
weather map (e.g., symbols). Encourage on a world map.
the students to predict the weather based
on the movement of these air masses.
272
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The Effects of Air Pressure
A Rising Barometer A Falling Barometer
Weather Conditions Weather Conditions
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7 constructing Weather Instruments
Materials Note: If time and materials permit, you may wish
to have all students construct all weather
• outdoor thermometer (Place the thermometer instruments. As an alternative, students can be
in a sheltered area near the school where it grouped and each group can construct a different
can be easily read by students.) instrument that can be shared with the class
through presentations.
For constructing other weather instruments,
student will need the following: Activity
• strand of human hair (20 cm long) Explain to students that they are going to work
• kettle (filled with water) together as a weather team to forecast the
• hair dryer weather in their local community. In working
• shoeboxes groups, they will construct and test a variety of
• Plasticine weather instruments. The instruments include:
• permanent markers • hydrometer (measures humidity)
• glue • rain gauge
• pencils • wind vane
• 2-litre plastic pop bottle • anemometer (measures wind speed)
• pencils with eraser tops • barometer (measures barometric pressure)
• scissors
Divide the students into five groups. Distribute
• rulers
one of the weather instrument instruction
• cardboard
sheets to each group. Have the students read
• compasses over the instructions carefully and ask any
• cereal boxes (empty) questions they may have before they begin
• pins constructing their instruments. Display the
• plastic drinking straws materials needed on a table in the classroom.
• markers Have one or two members from each group
• recipe cards (cut in half) gather the materials needed for the construction
• plastic wrap of their group's weather instrument.
• masking tape Once the students have constructed their
• clear tape instrument, have them present it to the class.
• beads Make sure they include the following in their
• paper plates presentation:
• food colouring • the name of the instrument
• 3D-cm rulers • how they constructed the instrument
• long-neck bottles • what the instrument measures
• instructions for constructing weather
instruments (included) (4.7.1-4.7.5) The students are now ready to take an active
part in measuring and recording the weather in
their local community. Distribute the activity
sheet (weather chart). Display a larger version
of the weather chart on chart paper. Explain to
the students how the information is to be
gathered and recorded:
276
7
1. Each day for two weeks (at approximately Extensions
the same time) you will take your weather
• Have the students compare their
instrument outside to measure and record,
predictions and findings with the weather
on the activity sheet, your specific
forecast in the local newspaper. Encourage
component of the weather.
them to look for similarities and differences
2. When you return to the classroom, record in their predictions and explore possible
what you measured on the class weather reasons for the differences.
chart.
• Take a trip to the local weather station so
3. Each day, discuss the students' results,
that students can observe how professional
noting changes from previous days.
meteorologists forecast the weather.
Encourage the students to predict or
forecast the weather for the next day, • Organize a weather station for the school.
based on the data recorded. These Have the students predict the weather and
predictions can be recorded on chart share their forecasts with the school
paper and compared to the following day's community on a weather board or over the
weather results and observations. PA during morning announcements.
Activity Sheet Assessment Suggestions

Note: Students are to record the weather each • As students work in their groups to
school day for a two-week period. construct and use their weather
Directions to students: instruments, make observations regarding
their ability to work cooperatively and
Use your weather instruments to record the effectively in a group. Use the cooperative
weather each school day for a two-week skills teacher assessment sheet on page 17
period. Also record the daily temperature as to record results.
indicated on the outdoor thermometer (4.7.6).
• Have students complete a cooperative
skills self-assessment on page 19 to reflect
on their group work.

Constructing a Hygrometer
Thisinstrument measures the amount of humidity
or moisture in the air.
Materials required:
• strand of human hair (straight,
thick, and clean; about 20 cm long)
• kettle (filled with water)
• hair dryer
• drinking straw
• tape
• glue
• pencil
• scissors
• shoebox
• Plasticine
1. Turn the shoebox on its side.

2. Tape one end of the straw to the bottom of the box. Tie the hair
around the straw, close to the taped end.
3. Punch a small hole in the top of the box and thread the hair
through the hole. Tape the hair so that the straw is suspended at
one end.
4. Put a small piece of Plasticine on the end of the straw so that the
hair is taut.
5. Plug in the kettle.
How to UseYour Hygrometer: Use the hair dryer to thoroughly dry

the strand of hair, then mark this point on the shoebox "0%." This
shows that there is no moisture in the hair. Put the hygrometer in a
very humid place, near the steam rising from the boiling water in
c:i the kettle (for safety reasons, do this with adult supervision). The
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moisture in the air will be absorbed by the hair. This will cause the
hair to stretch and the straw will lower. Mark this level "100%" to
show the humidity level. You can now calibrate the box and
measure humidity.
278 - 4.7.1
constructing a Rain Gauge
This instrument measures the amount of rain that falls.
Materials required:
• 2·litre plastic pop bottle
• masking tape
• scissors
• ruler
• pencil
• permanent marker
• water
1. Cut off the top of the bottle where the curved top meets the
straight sides (about 10 cm from the top of a 2-litre pop bottle).
2. Turn the top upside down and fit it into the top of the botfle
(like a funnel). This will reduce the evaporation rate of the water
inside the boffle.
3. Place a piece of masking tape along the straight part of the

bottle. Use a permanent marker to make 5 mm divisions on the
tape.
4. Pour water up to the lowest division and mark this point with a
zero. Label each 5 mm line up to the top of the tape.
How to Use Your Rain Gauge: Place your rain gauge outside, away
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4.7.2 - 279
Constructing a Wind Vane
This instrument measures wind direction.
Materials required:
• cardboard
• drinking straw
• scissors
• pin
• pencil with eraser top
• tape
• bead
• compass
• paper plate
• ruler
1. Make tan arrow head and tail from the cardboard. The tail
should be much larger than the head.
2. Cut slits in each end of the straw and insert the arrow head in
one end and the tail in the other end. Tape them both in place.
3. Push the pin through .the straw about 1/3 the way down from
the arrow head. Place the bead on the pin, then push the pin
into the eraser on the pencil.
4. Using the compass, ruler, and pencil, mark the
eight major compass directions on the paper
plate: N, NE, E, SE, S, SW, W, NW.
5. Pushthe pencil through the centre of the paper
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plate.
How to Use Your Wind Vane: Set up the wind vane in an open
area. To catch the wind, place it well above the ground. The arrow
on the wind vane will point in the direction from which the wind is
blowing.
280 - 4.7.3
constructing an Anemometer
This instrument measures wind speed.
Materials required:
• cereal box (empty)
• scissors
• sharpened pencil
• 2 pins
• plastic drinking straw
• marker
• ruler
• recipe card (cut in half)
• plastic wrap
• masking tape
1. Cut a large window out of the side of a cereal box. Cut a small
rectangle from the top of the box, close to one end.
2. Draw a scale on the inside of the cereal box. Make a numbered
scale at 1 cm spaces, beginning with the zero marked where the
pointer hangs. Once you have drawn the scale, cover the hole
with plastic wrap to make an observation window. Tape the
plastic in place.
3. Tape the recipe card to the top of the pencil. The sharp end
of the pencil will be used as a pointer.
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4.7.4 - 281
Constructing a Barometer
This instrument measures barometric pressure.
Materials required:
• long-neck bottle
• jar (the bottle should fit
the mouth of this jar)
• water
• food colouring
• permanent marker
• 30-cm ruler
Note: You must make this barometer when there is a low pressure
system in your area.
1. With a permanent pen, draw a scale around the neck of the
bottle at 5 mm intervals. Turn the bottle upside down and print
numbers on the scale, beginning with 1 for the first line.
2. Pour food colouring into the water.
3. Pour the coloured water into the jar so that when the bottle is
inverted into the jar a little of the water rises up into the neck of
the boHle.
How to Use Your Barometer: Place the barometer in an area

where the air temperature remains constant. When the barometric
pressure increases, the pressure pushes on the water in the jar.
The water level in the bottle will rise. When the barometric pressure
decreases, the water level in the bottle will go down.
Note: Over time, some of the water in the jar will evaporate. Keep
an eye on the water level and add more water whenever necessary
to keep the original water level.
282 - 4.7.5
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8 Meteorology
Science Background • The two main types of satellites are the
Information for Teachers Polar orbiting satellites and the
Geostationary satellites.
Meteorology is the science dealing with the
• Polar orbiting satellites are between 800
atmosphere and the changes that take place in
and 1 400 km above the Earth. They move
the atmosphere. One important branch of
around the Earth, making observations over
meteorology is the study of weather.
the whole planet.
Meteorologists use several technologies to
• Geostationary satellites stay above one point
help them predict the weather. These include:
on the Earth, 35 890 km out in space. They
Weather Stations collect information about just one area.
• There are about 10 000 weather stations Doppler Radar

around the world.
• Weather radar determines the circulation of
• Weather observations are made and
air from motion of raindrops, snowflakes, or
measurements are recorded at least every
dust particles. Doppler effect is used to
three hours.
calculate how the air in a weather system is
• At sea, ships and weather buoys take moving and can, therefore, predict severe
measurements and send information to a
weather patterns.
central office via satellite.
• Aircraft and weather balloons are also Cloud Gun
equipped with instruments to measure • Microwave beams from radar towers on the
temperature, wind speed, and air pressure. ground zap through most clouds, but they
This information is then sent to a central office. cannot pierce clouds that contain rain or
Computer Power snow. The information about the way the
beams bounce back gives meteorologists
• All weather measurements for one area are an advance warning of approaching rain
fed into a huge computer at a central or snow
weather office.
• The computer uses this data to work out Materials
how the weather may change in a short
• weather report from a local newspaper
period of time (e.g., 30 minutes). The
(make a copy of this report for each student)
computer repeats this process until it
arrives at a forecast for the next week to • reference materials on meteorology
ten days.
Activity
• During calculations, the computer uses
past records to take into account how Distribute a copy of the weather report to each
weather in that area usually changes. student. Discuss how weather information is
gathered and measured. Ask:
Weather Satellites
• Who do you think wrote this weather
• Weather satellites give details of the
report?
weather that cannot be seen from the
ground. Explain that the study of the weather is a
• They show how fast clouds and fronts are branch of science called meteorology. A
moving and in what direction they are meteorologist's job is to study the atmosphere,
moving. ~
284
8
record weather conditions, and predict or Provide plenty of class time for groups to
forecast the upcoming weather. Ask: gather their information. Have them present their
findings in an interesting way, such as in a
• How do you think a meteorologist predicts
bulletin board display or video, or by conducting
the weather?
mock interviews with a meteorologist.
• What kinds of instruments and
technologies do you think a meteorologist
Activity Sheet
uses?
Following discussion, divide the class into
working groups. Provide each group with an Use the sheets as a guide for your research
activity sheet, as well as reference materials on about meteorologists (4.8.1).
meteorology. Have the students use the
activity sheet as a guide to find out more
about how meteorologists report on and
forecast the weather.
Note: Students may wish to contact

meteorologists from local newspapers, radio
stations, and television stations and interview
them as part of their research. A meteorologist
may also be able to provide additional resources,
videos, or make a presentation to the class. The
Internet is another valuable resource for acquiring
information about the role of meteorologists and
the technologies they use.

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4.8.1 - 287
Short- Term and Long-Term
9 Weather Forecasts
Materials Temperature: daytime high and low
temperatures
• folders, binders, or Duo-tangs
(for storing charts) Barometric Pressure: note if the air pressure
• chart paper is rising, staying the same, or falling
• markers Humidity: humidex reading
• short-term and long-term weather forecasts
from daily newspapers Precipitation: chance (%) of precipitation (rain
• graph paper (included) (4.9.3) or snow)
Wind Direction: N, NE, E, SE, S, SW, W, NW

Activity: Part One
Wind Speed: km/h
Discuss how meteorologists forecast the
weather. Ask: Ultraviolet Index: highest index for the day
• What is a meteorolog ist? Wind Chill: the coldest reading for the day
• What job does a meteorologist perform?
Sky: overcast, clear, partly cloudy
• What does the term forecast mean?
• How does a meteorologist forecast the Actual Weather Conditions: record all
weather? components of the actual weather for the day
• Do you think it is easy to forecast the
Note: Students are to record on this chart daily for
weather? a two-week period. They can complete the chart at
• Do you think that forecasts are always home for Saturday and Sunday.
accurate?
Review the long-term weather chart. Explain to
Explain to students that over the next two students that they are to record the long-term
weeks they are going to be responsible for weather forecast each Monday for a two-week
charting the short-term and long-term weather period.
forecasts in their area, then comparing these
forecasts to actual weather conditions. Each Each day, provide students with the daily
day they will gather information about the newspaper and have them record their
weather forecast from newspapers. They are information on the charts. Remind them to
to record the information on the weather record the day's actual weather conditions at
forecasting charts. Each evening at home, they home from news reports or weather channels.
are to record the actual weather conditions for
the day, from news reports, weather channels, Activity: Part TWo
and their personal observations. At the end of the two-week period, analyze
the weather forecast charts. Discuss and
Distribute two short-term and long-term
compare forecasts and actual weather
weather forecasting charts to each student.
conditions. During this activity, ask:
Have them store their charts in a Duo-tang,
folder, or binder. • Look at the information recorded on your
short-term weather forecast chart. How
Review the short-term weather forecasting
chart. On chart paper, record all of the accurate were the forecasts for each day?
components of the day's weather forecast that,
if available, should be recorded by the students:
?RR
9
• Compare your long-term forecast with your • Have students compare weather maps
short-term forecast. Was your long-term from different newspapers. Discuss their
forecast an accurate predictor of the similarities and their differences. Look at
weather? Why or why not? the different symbols used to represent
• Is it possible to always accurately predict each factor.
the long-term forecast? Why or why not?
• Invite a local weather forecaster to the
• Why are long-term forecasts not always
classroom to speak to the students about
accurate?
predicting the weather or, if possible, visit a
local television station to see how weather
Activity Sheet
broadcasts are conducted.
• If appropriate to your area and time of year,
Complete the short-term and long-term record daily wind chill factors and discuss
weather forecast charts. Complete the the importance of this information for
short-term chart daily for two weeks. safety. Many schools have regulations as to
Complete the long-term chart on each when students are allowed outdoors when
Monday for two weeks. (4.9.1, 4.9.2). the wind chill is high. Find out the
regulations for your school and have
Extensions students predict when they will have indoor
• Have the students graph the daily high recess.
temperature that was forecast and the
• Research and record the ultraviolet index,
actual high temperature for that day on a
and discuss the importance of this
double bar graph, using graph paper
information for safety. Encourage students
(4.9.3). Use a different colour to represent
to protect themselves from these harmful
each temperature (e.g., red: forecast
rays by using sunscreen and wearing hats
temperature; blue: actual temperature).
when the index indicates a high level of
Refer to the graph during a discussion of
ultraviolet rays.
the accuracy of forecasts.
• Use the Internet to share the students'
• Encourage students to set up a "Weather
weather reports with classes from other
Prediction" bulletin board in the classroom.
regions or countries. Invite these classes
Encourage the students to make short-term
to share similar information with your
and long-term forecasts. Have them
students. This is an excellent opportunity
evaluate the accuracy of their predictions,
to discuss and compare regional climates.
using weather reports from newspapers,
news reports, or weather channels.

Date: Name: -----------
Short-Term Weather Forecast
loday's Actual Weather

Date loday's Forecast
Conditions
ill
01
ell
0.
290 - 4.9.1
Date: Name: ------------
Long-Term Weather Forecast
Date Forecast for the Next Several Days
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4.9.2 - 291
Date: Name:
292 - 4.9.3
10 Weather Lore
Science Background Materials
• resources for researching weather lore,
Traditional Knowledge: In Canada, First such as Keepers of the Earth, Farmer's
Nations People have unique legends and Almanac, the Internet, World Book CD
beliefs about the weather. An excellent encyclopedia, and so on
resource for studying traditional knowledge is • index cards (print one of the weather lore
the book Keepers of the Earth by Michael J. sayings on each card)
Caduto and Joseph Bruchac. Also consider • poster paper
inviting local elders to share stories, legends, • pencil crayons or markers
customs, and beliefs related to weather.
Folk Lore: Weather-related sayings and folk

Activity
knowledge include: Begin by reading a traditional legend about the
weather, such as "Gluscabi and the Wind
• Groundhog Day with Wee Willie: An old
Eagle" from Keepers of the Earth. Discuss the
superstition that states if Willie sees his
causes and benefits of wind, the effects of
shadow we can expect six more weeks of
wind on weather, and large-scale wind patterns
winter. If he does not see his shadow, spring
as emphasized throughout the story.
is on the way. This is based on the old belief
that a sunny day (when the groundhog sees Note: There are several suggested follow-up
his shadow) early in winter signals bad activities in this book that students may be
weather later. interested in conducting. All focus on wind and
weather concepts.
• "If March comes in like a lion, it will go out
Using the Farmer's Almanac, read the forecast
like a Iamb": If the weather is bad (ferocious)
for your current time period and local area. Ask
at the beginning of March, it will be mild at
the students:
the end of the month.
• How accurate are the weather forecasts in
• "Red sky at night, sailors' delight; red sky in
the Farmer's Almanac?
the morning, sailors take warning": A pinkish-
red sky in the evening means fine weather • How is a forecast from the Farmer's
the next day; a pinkish-red sky in the Almanac different from a meteorologist's
morning signals a storm warning. forecast?
Note: You may wish to extend this activity and

• "The first three days of January rule the
compare the almanac forecast over a long period
weather for the next three months": The
of time.
weather on the first three days of January
foretells the weather for January, February, Now display the index cards. Discuss each
and March. weather-related saying by asking:
Farmer's Almanac: This resource, which is • What do you think the saying means?
published annually, forecasts the weather for • Is this an accurate way of forecasting the
the year. weather?

10
Divide the students into working groups. Extension
Distribute one index card to each group
Research the accuracy of weather-related
(duplication of cards may be required).
sayings. For example, use the Internet,
Have each group record its weather-related
newspapers, or other materials to research the
saying on poster paper and illustrate it in a
accuracy of Wee Willie's predictions over the
meaningful and creative way.
past ten or twenty years. Compare the
Provide an opportunity for students to present predictions to the results of scientific
their posters to the class. forecasting.
294
11 Severe Weather Conditions
Materials research. (This lesson will be used to reinforce
their research skills in preparation for the
• markers research project outlined in lesson 12.)
• chart paper
• Cloudy With a Chance of Meatballs, a Students must include the following in their
book by Judith Barrett research:
• resources (including nonfiction books, • a description of the weather condition
CD ROMs, and bookmarked Internet sites) • where (geographically) the weather
on different types of severe weather and condition commonly occurs
natural disasters
• a labelled diagram of the weather condition
• the effects of the weather condition on
Activity
Earth, on human lives, and on other living
Refer to the story Cloudy With a Chance of things
Meatballs. Discuss the severe weather • a description of ways to ensure personal
conditions experienced by the characters in safety during the severe weather condition
this book.
As a class, brainstorm a list of severe weather Activity Sheet

conditions; for example, tornadoes, floods, Directions to students:
blizzards, hurricanes, monsoons, extreme wind
Use the research guide to conduct your
chills, and so on. Ask:
research. Write your notes in point form (4.11.1).
• How are humans affected by severe
weather? Extensions
• How are plants and other animals affected
• Discuss severe weather conditions that can
by severe weather?
occur in your community. Specifically:
• Why is it important to forecast severe
weather? • What was the severe weather condition?
• How was the community affected by
Explain to the students that they are going to
the severe weather condition?
conduct research on severe weather conditions.
• What precautions have been taken for
They may work alone or with a partner. They
future severe weather conditions?
may gather their information from a variety of
resources including nonfiction books, pamphlets, • Display a map of the world on a bulletin
brochures, newspapers, CD-ROMs, bookmarked board. As the students share their research
sites on the Internet, and so on. findings, have them locate the areas on the
map where their severe weather condition
Use this lesson to reinforce information-
occurs. Label these locations using different
gathering skills.· You may wish to review how to
symbols for severe weather conditions.
make notes (e.g., include only important
information, do not copy information word for • Have students look in the local and national
word, summarize information). Make it clear to newspapers for articles that discuss severe
the students that this is not a full-scale weather conditions and their effects on
research project; they are responsible only for Earth and on the lives of humans. Display
locating and recording the information in the these articles on the weather bulletin board.
form of notes and/or diagrams. They will not
be required to write up a formal report on their

11
Review the research notes submitted by each
student. Evaluate their recording skills. Use the
five headings on the research guide as criteria.
List these criteria on the rubric on page 15 and
record results.
296
Date: Name: ------------
Severe Weather Conditions

Weather condition: ------------------
Oescription: _
Where does this kind of weather generally occur? _ __
Diagram:
o
8
N
4.11.1-297
Effects on Earth, humans, and other living things: _
Ways to ensure safety during severe weather:
Resources used:
298 - 4 11 1
12 Earth's Changing Climate
Materials • identifying the factor that influences the
climate
• chart listing factors that affect climatic
• describing the factor in detail
changes (include volcanic eruptions, the
greenhouse effect, global warming, ozone • explaining why the climate is changing as a
result of this factor
depletion, ultraviolet rays, EI Nino,
deforestation, asteroid impact, jet stream, • discussing how the climate is changing as
chinook) a result of the factor
• resources including nonfiction books, • drawing a labelled diagram

CD-ROMs, and bookmarked Internet sites Note: Although students are working in groups,
on volcanic eruptions, ozone depletion, you may choose to have each student use the
greenhouse effect, EI Nino, deforestation, activity sheets provided to record his or her own
asteroid impact, and other factors research information.
influencing the changing climates around Provide resources for students to gather
the world information (e.q., nonfiction books, brochures,
• three-page research guide (included) (4.12.1) CD-ROMs, bookmarked sites on the Internet).
• Cloudy With a Chance of Meatballs, a book Have the students complete the research
by Judith Barrett.
during class time. Make sure you specify how
much time (e.g., how many working periods)
Activity
they will have to complete the research. This
Review the difference between weather and time may be negotiated, using student input,
climate. prior to commencing.
Refer to the story Cloudy With a Chance of After completing the actual research, have
Meatballs. Discuss the climate change that groups decide on the way to present their
occurred in this book. Explain to students that findings (e.g., report, poster, oral presentation).
Earth's climate or long-term weather trend can Projects can then be shared with the class.
change as a result of several phenomena.
Display the chart and discuss those terms with Activity Sheet
which the students are familiar (for example, Directions to students:
students may be familiar with EI Nino since it
Use the three-page research guide to plan your
was relatively recent).
research on your topic (4.12.1).
Divide the class into small working groups.
Explain that each group is going to do a Extensions
research project on one factor that affects
climate change. Have each group select a • Invite a guest speaker from a local
environmental organization to talk to the
topic for this research. There will be some
duplication of topics; however, this should not students about the effects of global
be a concern, as different research materials warming and other factors on Earth's
may provide different, interesting information. climate.
Review the expectations outlined on the • Have students design posters that suggest
research activity sheet. Tell the students they ways humans can reduce the effects of global
are responsible for: warming and the greenhouse effect

12
(e.g., reducing pollution, decreasing the
number of forests burned). Display the
posters around the school for everyone to
view.
Assessment Suggestions
• Assess the oral presentations. As a class,
identify criteria for the presentations
(quality of voice, information presented,
model/illustration, and so on). List these
criteria on the rubric sheet on page 15
and record results.
• Have students complete a student self-

assessment sheet on page 18 to reflect
on their own learning while conducting the
research.
300
Date: Name: ----------
Research Checklist
My research includes:
1. identifying a factor that influences climate D

2. describing the factor in detail [J
3. explaining why the climate is changing as a D

4. discussing how the climate is changing as a D

5. an illustration D
6. my time-management record D
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~ 7. my rough notes (information gathering)
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4.12.1-301
Date: Name: -----------
Keeping My Research on Track
Research Topic: _
Time-Management Record
Date Length of Time What I Accomplished
I',;
302 - 4.12.1
Date: Name: _
Information Gathering
Research Topic: _
Resources Used
4.12.1 - 303
Atkinson, 8W., and A. Gadd. Weather. Peacock, G. Meteorology East Sussex:
New York: Weidenfield & Nicholson, 1987. Wayland, 1994.
Bosak, Susan. Science Is.... Richmond Hi", Percival, Stan. Weather - Year 5 Teacher's
ON: Scholastic, 1991. Guide. Burlington: Halton Board of
Education, 1984.
Furry, D., R. Gregory, and E. Dawson. Weather
Air/Wind. Ancaster: Wentworth County Tak, L. Liem. Invitation to Science Inquiry
Board of Education, 1989. Lexington, MA: Ginn Custom Publishing,
1981.
Haslam, A., and 8. Taylor. Weather. Chicago:
Two-Can Publishing, 1997. The Board of Education for the City of
Hamilton. Winter and Man. n.d.
Lawson, J. Hands-On Science Level 3.
Winnipeg: Peguis Publishers, 1991. Whitear, Jane. All About the Weather. Oshawa,
ON: S&S Learning Materials, 1991.
___ . Hands-On Science Level 4. Winnipeg:
Peguis Publishers, 1991. Wyatt, Valerie. Weather Watch. Toronto:
Kids Can Press, 1990.
Moore, Nancy. Weather. St. Louis: Milliken
Publishing, 1984.
304
The Screw
A is a simple machine which is
closely related to the . It
is made up of a ,a _
and a pointed end. A is similar to a
screw but it has a flat end and works together with a
nut. Another inclined plane is (spiraled)
into the shaft creating a . The
distance between each thread is called the -----
When the screw is turned completely around once, it

ill travel a distance equal to the _
The threads of a screw spiral around the _
with a very gentle , so many
turns are required for even a short screw to enter a
piece of wood or metal. A screw is used to
_______ two or more items together.
head .. ~~
shaft .. "bolt
pitch" [
thread ..
drill bit
The Screw
SIMPLE
MACHINES Name: __
Activity One
Label the following objects.
I I I I
© On tile Mark Press > S&S Learning Materials 23 OTM-299· SS8)-99 Simple Machines
SIMPLE
MACHINES The Screw
Activity Two
Cut out the triangle below and roll it around your pencil or pen to
I
create your own screw (an inclined plane wrapped around a

shaft or pole).
© On the Mark Press > S&S Learning Materials 24 OTM-299· SSB 1-99 Simple Machines

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Level Fhl

Winnipeg • Manitoba • Canada

All rights reserved. With the exceptions of

Canadian Cataloguing in Publication Data

Main entry under title:

Hands-on science : level five

The Foundations of Foundation 4: Attitudes

Foundation 1: Science, Technology,

Students will develop an understanding of the

Unit 1: Maintaining a Healthy Body Unit 2: Properties of and

2 Hands-On Science • Level 5

4 Hands-On Science • Level 5

Science Skills: Guidelines Classifying

6 Hands-On Science • Level 5

• gram (g): about the weight of a paper clip

Note: When measuring to determine the heaviness

Length: Length is measured in metres, Area: Area is measured in square centimetres,

information communicated is easily :E 6

understood. These titles should be

8 Hands-On Science • Level 5

line graph may be used to present daily ~

• Charts also require appropriate titles, and

Student/Group Student / Group

Student / Group Student / Group

Student/Group Student / Group

Individual Student Observations

Rubric Class Record

Unit 1Activity IDate

5. I would like to learn more about: _

~ 6. I would like to improve in:

Cooperative Skills Self-Assessment

Group Work - How Did I Do Today?

Group Work VeryGood Satisfactory Needs

I shared ideas and

I listened to others and

I helped with the work.

Science Portfolio Table of Contents

Science Portfolio Entry Record

This work is -----------------

~ I chose this work because

Science Portfolio Entry Record

This work is -----------------

24 Hands-On Science • Level 5

Health Canada: A national network of • www.innerbody.com

• www.scoreone.com/kids _kitchenl • www.lung.ca

La Casa de Com ida: Make a battery from a

Unit 1 • Maintaining a Healthy Body 25

26 Hands-On Science • Level 5

Unit 1 • Maintaining a Healthy Body 27

Complete the first two columns of the KWL

Following this activity, display the word-splash

Note: This word-splash is used in the unit's

30 Hands-On Science • Level 5

• diagram of the urinary system (included)

Record these terms on the chart paper.

Unit 1 • Maintaining a Healthy Body 31