Tuning-in Activity 1: Plant Parts

Topic: Plant Systems

Recommended Level: Primary 4

Objective:

To allow students to better understand the parts of a plant and its respective functions.

Procedure:

https://www.youtube.com/watch?v=p3St51F4kE8

Watch the video above and answer the following discussion questions.

Discussion Questions:

a) List the important parts of the plant, according to the video.

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b) What is the function(s) of the leaf of a plant?

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c) What is the function(s) of the stem of a plant?

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d) What is the function(s) of the roots of a plant?

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Tuning-in Activity 2: Plant Exploration
Topic: Plant Systems

Recommended Level: Primary 4

Objective:

To allow students to explore the parts of a plant and learn about its respective functions.

Materials:

 Potted plants
 Magnifying glass

Procedure:

1) Observe the potted plant provided to you, use a magnifying glass if necessary to explore the
different parts of the plant.
2) Label the diagram below.

Plant Parts

Discussion Questions:

a) What do you notice about the roots? How does it help the plant?

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b) What is the role of the leaves?

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Lesson Activity 1: Constructing a Simple Solar Oven
Topic: Heat

Recommended Level: Primary 4

Objective: To demonstrate the how heat from the Sun can be used to heat up food.
Materials:

 Medium sized Pizza Box with cover

 Aluminium foil
 Black construction paper
 Clear plastic wrap
 Scissors
 Tape
 Non-contact Thermometer
 Disposable Aluminium container (for making muffins)
 Marshmallows and Chocolate chips
 Stopwatch or timer

Procedure:
1. Line the inner side walls of the pizza box with aluminium foil, shiny side facing
outward.
2. Next, line the bottom of the box with black construction paper. Black absorbs
heat, so this will help trap heat inside the box.
3. Once the box is lined with aluminium foil and black construction paper, create a
lid for the box using clear plastic wrap by cutting a square shaped hole in the lid,
leaving a 5cm border all around. Cover the hole with cling wrap and tape down
from the inside. This will allow for sunlight to enter the box while trapping heat
inside.
4. With the solar oven prepared, use a non-contact thermometer to measure the
temperature inside the solar oven at the start of the experiment. Record the
readings in the table below.
5. Set up the solar ovens in an area with direct sunlight, ensuring that each oven
receives ample sunlight exposure.
6. Place a disposable aluminium container containing marshmallows and chocolate
chips at the centre of the solar oven.
7. Use a stopwatch or timer to track the time it takes for the food items to melt or
cook inside the solar oven. Regularly check on the temperature inside the solar
oven based on the timestamps in the table below.
8. After a set amount of time, measure the temperature inside the oven using the
thermometer before removing the food items from the solar oven.
 Time At the start of the After 5 minutes At the end of the
experiment experiment
Temperature (⁰C)

Discussion Questions:
a) Draw the experiment setup below.

b) How did the temperature inside the solar oven change over time?
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c) How do you think the aluminium foil helped to trap heat in the box?
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Lesson Activity 2: Sun and Shade Temperature Test
Topic: Heat

Recommended Level: Primary 4

Objective:

Students will explore how different surfaces absorb and reflect heat by measuring the temperature
of various materials when exposed to sunlight and shade.

Materials:

 Non-contact Thermometers
 Different coloured materials
o White paper
o Black paper
o Aluminium foil
o Plastic sheet
 Stopwatch or timer
 Sunny outdoor area and shaded area

Procedure:

Prepare the Materials:

1. Cut the materials into equal-sized squares (approximately 15 cm x 15 cm) to ensure a fair
test. Ensure you have 2 squares of each material.

Location Setup:

1. Identify a sunny outdoor area and a shaded area where the experiment can be conducted
simultaneously.

Observation in the Sun:

1. Place one of each of the materials in the sunny area. Use the thermometer to record the
initial temperature of the material squares.
2. Start the stopwatch or timer and allow the materials to sit in the sun for 10 minutes.
3. After 10 minutes, measure the temperature of each material.

Observation in the Shade:

1. Place one of each of the materials in the shaded area. Use the thermometer to record the
initial temperature of the material squares.
2. Start the stopwatch or timer and allow the materials to sit in the shade for 10 minutes.
3. After 10 minutes, have the students record the temperature of each material again.
Discussion Questions:

a) Record your findings in the table below.

Material In the Shade In the Sun
Initial Final Initial Final
Temperature (⁰C) Temperature (⁰C) Temperature (⁰C) Temperature (⁰C)
White paper
Black paper
Aluminium
foil
Plastic sheet

b) Which material was the hottest in the sun?

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c) Which material stayed the coolest in the sun?

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d) Which material had the biggest difference in temperature when it was in the sun as
compared to the shade?

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e) Which materials absorbed the most heat and which materials reflected the most heat. How
are you able to determine this?

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Lesson Activity 3: Ice Cube Meltdown
Topic: Heat

Recommended Level: Primary 4

Objective:

Students will explore how different materials affect the rate at which ice melts, learning about heat
transfer and insulation properties.

Materials:

 Ice cubes
 Plastic cups or small bowls
 Various materials
o Cotton Pads
o Aluminium Foil
o Cling Wrap
 Stopwatch or timer
 Towels (for cleanup)

Procedure:

Prepare Insulating Containers:

1. Prepare a set of plastic cups or small bowls.

2. Line each cup or bowl with a different material. Ensure that each cup has a consistent layer
of material.
3. Leave one cup without any material lining to serve as the control.

Setup:

1. Place one ice cube in each cup, including the control cup without any material lining.
2. Place a layer of the respective material over the opening of the cup/bowl.

Observation:

1. Start the stopwatch or timer.

2. Observe and record the time it takes for each ice cube to melt completely.
3. Make periodic observations, noting any changes you see in the ice cubes. Record your
observations in the table below.

Discussion Questions:

Time Which bowl has ice that seems the Which bowl has ice that seems the least
(Minutes) most melted? melted?
0 - -
5
10
15
a) Which ice cube melted the fastest? Why do you think that happened?
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b) Which material was the best insulator? How did it slow down the melting process?
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c) If you were to design a cooler to keep things frozen as long as possible, which of the tested
insulators would you use to line the cooler with? Why?

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